THE MOTHER-TEACHER 
OF RELIGION 

VNA'FREELOVE'BETTS 




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THE MOTHER-TEACHER AND HER PUPILS 



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JSatJib <^. Botonep, (General CiJitor 

GEORGE HERBERT BETTS, Associate Editor 



The Mother -Teacher 
of Religion 

BY 
ANNA FREELOVE BETTS 



CTEMl86l>0B^I» 




THE ABINGDON PRESS 



NEW YORK 



CINCINNATI 



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Copyright, 1922, by 
ANNA FREELOVE BETTS 

All Rights Reserved 



Printed in the United States of America 



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To 

The Many Mothers 

who are trying to make 

God REAL IN THE HEARTS 
AND LIVES OF THEIR CHILDREN 



CONTENTS 

CHAPTER PAGE 

Editor's Introduction ii 

Mother's Creed and Prayer 13 

I. Beginnings 15 

Laying the foundations — The unbreakable unity — First im- 
pressions; an interpretation. 

II. The Awakening Mind 18 

The mind at birth — Getting under way — The law of spiritual 
growth. 

III. Physical Foundations 24 

The body and the soul — Sleep and rest — Food, growth, and 
character — The breath of life — Clothing and comfort — Exer- 
cises for the baby. 

IV. First Impressions 36 

The mother's preparation — Unconscious absorption of reli- 
gious impressions — Forming religious habits — The quiet hour. 

V. Teaching About God 42 

Making God real to the child — The natural approach of the 
child to God — A God who is near at hand — The child's ques- 
tions about God — Saving from wrong concepts of God. 

VI. Teaching the Child to Pray 51 

Learning to pray — Creating the mood for prayer — What the 
child shall pray about — Praying or "saying prayers" — Teach- 
ing the child to help answer his own prayers — Forms of prayers 
to be used — Growth in prayer. 

VII. Prayers Which Children Pray 63 

The use of formal prayers — Prayers for evening use — Morn- 
ing prayers — Grace at meals — Prayers that are sung. 

VIII. The Atmosphere of the Home 71 

Like home like child — Keeping the bond unbroken — Worship 
in the home — Bringing the child into the worship program — 
The father's influence — Good fellowship and courtesy — Owner- 
ship, money, spending. 



6 CONTENTS 

CHAPTER PAGE 

IX. The Play-Mother 8i 

The comradeship of play — The child must play — Play to be 
governed by the needs of the child — Playthings and their use — 
Sympathy toward the child's activity — Father joins the game 
— The play spirit in government of children — For the mother 
who has not learned to play. 

X. Mother- and Father-Plays 93 

Old folk plays — Father and baby plays — Shadow pictures — 
Playthings — Indoor plays and games — Bean bag games. 

XL Teaching Through Pictures and Stories 114 

The language of pictures — Picture story-telling — Nursery- 
rimes illustrated — Children's love of old folk-tales — Use of 
the picture-story in teaching religion — How to tell stories to 
children — The test of a story — Lessons from stories, rimes, and 
pictures — Fairy stories and stories of adventure. 

XII. Stories and Pictures for the Young Child 129 

The message of spring — Finding God through nature — Au- 
tumn pictures and stories — The home relationships. 

XIII. Picture Stories About Jesus 182 

The Christmas story — Jesus in his home — The Mother and 
Child — Jesus the boy — Jesus the good shepherd. 

XIV. Stories from the Old and New Testament 214 

The baby Moses — David the shepherd boy — The ark upon 
the waters — The lost lamb — The three Wise Men — Stories 
about Joseph. 

XV. Religion Through Songs 228 

Worship through music — The teaching power of music — 
Suiting music to childhood. 

XVI. Sunday in the Home 234 

The true spirit of the Sabbath — Making Sunday different — 
Sunday as God's day — The Sunday quiet hour — Sunday recrea- 
tions — Sunday handwork — Home games suitable for Sunday — 
The home Sunday recognizes the church. 

XVII. Foundations of Character 247 

The building of right habits — First lessons in obedience — 
Avoiding unnecessary conflict — When punishment is required. 



CONTENTS • 7 

CHAPTER PAGE 

XVIII. Teaching the Fundamental Virtues 258 

Training to cure selfishness — Cultivating the spirit of help- 
fulness — Learning to tell the truth — The fictions of imagination 
not lies — How fact and fiction become confused — "Let's pre- 
tend" — The actual lie — Tantrums and temper — Causes and 
cures for temper. 

XIX. Children's Problems 270 

The problem of childhood fears — The treatment of fear — 
How to drive away fear — Teaching about God to allay fear — 
Shall we have a Santa Claus? — Answering the child's ques- 
tions about life's origin — Information for the older child. 

XX. Keeping Close to Our Children 280 

Putting ourself in the child's place — The heart of a child — 
Respecting the child's personality — Recompense. 

Bibliography of Children's Books 286 



LIST OF ILLUSTRATIONS 

PAGE 

The Mother-Teacher and Her Pupils Frontispiece 

After Nine Months in Life's School 20 

A State Prize Baby 30 

Physical Exercises for the Baby 32-35 

Infant Samuel (Reynolds) 54 

Children at Prayer , 67 

Playing Ball with Daddy 83 

A Home-made Slide Is a Good Investment 90 

Riding on Father's Foot 97 

Farm Animals and Fowls 98, 100 

Shadow Pictures '. 101-103 

The Picture and Story Book Yields Untold Happiness to 

Childhood 116 

Spring (Knous) 128 

Robin Redbreast (Munier) 135 

Two Mothers and Their Families (Gardner) 138 

"You're No Chicken" (Paton) 140 

The Shepherd and His Sheep (Mauve) 142 

A Contented Flock (Bonheur) 143 

Shearing the Sheep 145 

An Interesting Family (Carter) 147 

Bringing Home the New Born Calf (Millet) 149 

A Visit to the Barn 150 

Milking Time (Dupre) 151 

Can't You Talk? (Holmes) 152 

Family Cares (Barnes) 154 

Wide-Awake (Adams) 155 

Young Freehold (Carter) 161 

"Sparrows" (Laux) 163 

9 



LIST OF ILLUSTRATIONS 

PAGE 

"Grandmother" 155 

The Snowman 170 

Jolly Santa Claus 172 

The First Step (Millet) 175 

The Mother and Her Child (Max) 176 

Cuddlin' Time 1 79 

Holy Night (Correggio) 183 

Holy Night (Correggio) 186 

The Apparition to the Shepherds (Plockhorst) 189 

Adoration of the Shepherds (Murillo) 191 

Repose in Egypt (S. Benz) 193 

The Holy Family (Ittenbach) '^. 195 

Sistine Madonna (Raphael) 196 

Madonna of the Chair (Raphael) 197 

Madonna (Bodenhausen) 198 

Divine Shepherd (Murillo) 199 

The Childhood of Christ (Hofmann) 201 

Christ and the Doctors (Hofmann) 202 

Madonna and Child (Janssen) 205 

Jesus and Child (Balheim) 207 

Christ Blessing Little Children (Plockhorst) 209 

The Good Shepherd (Plocldiorst) 211 



10 



EDITOR'S INTRODUCTION 

No child can have a normal spiritual development whose 
home is not the most important factor in his early religious 
training. Many parents sense this fact but do not know just 
how to proceed with their children. They realize that while 
we may safely give the teaching of reading and arithmetic 
over altogether to an outside agency, this is not true of. re- 
ligion. The home can not delegate its responsibility for the child's 
religious nurture and guidance. 

This is impossible because of the very nature of religion. 
For religion is life at its truest and best. ReHgious training 
is, therefore, training in a way of living, and not merely a set 
of facts to be learned or formulas to be repeated. ReHgious 
impressions and concepts must be built daily into the system 
of habits and conduct which is constantly being developed. 
Religious ideas should grow up along with the child's other 
ideas and so become an inseparable part of his structure of 
thought. Religious interests and emotions should develop as 
a part of the child's whole range of feeHngs and motives. 

If this is to take place, it is evident that the home must be 
the laboratory in which the young child's rehgious develop- 
ment is worked out. Though the child will, of course, be taken 
to the church school at the earHest moment he is capable of re- 
ceiving benefit from it, the church school can at best be but a 
supplement to the home in the spiritual nurture of young children. 

Is the home accepting its rightful share of responsibihty for 
the religious training of its children? There seems to be cause 
for serious concern over this question. The family altar has 
largely dropped out; the Bible is decreasingly read in the home; 
but Httle instruction in religion is given the child; the home 
is threatening to abdicate in favor of the church school or of 
indifference to religion. 

Not that this criticism is to be applied indiscriminately. 

II 



12 EDITOR'S INTRODUCTION 

Many homes, realizing the danger that threatens, seek ear- 
nestly to do their full duty toward their children. Conscious 
of the new interest in religious education and fully beHeving 
that the child can be so reared that he will never know con- 
scious estrangement from God, they are asking how they may 
do their part. Parents are asking for religious materials suit- 
able for use with their children from the earliest years. They 
are demanding the methods to be used in making these mate- 
rials effective, and inquiring concerning the laws which govern 
the spiritual growth of childhood. 

The present volume is an attempt to help parents on these 
problems. It addresses the mother primarily, since inevitably 
she must have most to do with the young child; yet the father 
is not left out. It deals chiefly with the pre-school age, for 
this is the most important time for the grounding of first re- 
ligious impressions, and it is also the time when the church 
and the church school can contribute but httle to the child. 

In deciding what to put into the volume the author has made 
a skillful balance between theory and practice. Enough of the 
religious psychology of childhood is set forth to make an in- 
telligent approach to the concrete materials presented. This 
is accomplished in untechnical terms and with a wealth of 
illustration such as gives the principles immediate appHcation. 
A considerable number of prayers, stories, pictures, songs, 
etc., are supplied so that the mother may have an abundance 
of usable lessons directly available. The whole is woven to- 
gether in such a way that the mother herself will have the 
advantage of a course in religious pedagogy while guiding 
and stimulating the spiritual development of her child. 

The editor sends this book forth with much satisfaction, believ- 
ing that it will meet a very definite need in many homes, and 
confident that children who during their early years are trained 
in accordance with its principles and materials will have laid 
firm the foundation for a worthy structure of Christian character. 



THE MOTHER'S CREED AND PRAYER 

/ believe being a mother the holiest privilege given a human 
being. Grant, heavenly Father, that I may in motherhood 
meet the great opportunity of training my child to be a child 
of thine. 

/ believe that mother-love is sent of God. Help me to under- 
stand its full significance — to know that love means more 
than the ardent outpouring of lavish affection. Grant that 
with my love there may be the seeing eye, the hearing ear, 
the understanding heart, so that I may better understand 
the needs of my child and lead him in the natural unfolding 
of the life thou hast given him. 

/ believe in the gospel of good health. Help me to minister 
faithfully to the physical welfare of my child. Help me to 
realize that religion and morality are closely related to good 
health and sound physical vigor. 

/ believe that nothing is trivial or of little importance that con- 
cerns my child. Grant that I may have that sympathetic 
understanding of child nature that makes me a child with 
my child, laughing with his joys, sorrowing in his sorrows, 
sympathetic with his faults, helping him through my greater 
experience, to be fine and true and noble in the little things 
that count so much in the making of character. Help me 
to be all that I desire him to become. Help me through the 
days of his early childhood to be always patient and full of 
cheer. And if the way now and then seems one of drudgery 
or the demand for strength to meet the task too great, grant 
me the larger vision that I may see my child in man's estate, 
the kindly deeds of a noble life given in service; or, perchance, 
that I may hear men say of him, "Here is a man in all that 
true manhood means." Then shall I feel repaid a thousand 
fold and thank thee, my Father, that thou hast bestowed upon 
me the high privilege of being a mother. 

13 



CHAPTER I 
BEGINNINGS 

When shall I begin to teach my child religion? This is a 
question earnestly asked by many mothers who are concerned 
over the spiritual welfare of their children. The answer is, 
As soon as he is born. 

At first thought this may seem strange. Such a starting 
point may seem premature, for is it not commonly understood 
that before a child can be taught religion he must be capable 
of understanding about God and our relations to him? And 
that the child cannot begin to be religious until he is old enough 
to "say his prayers"? 

Perhaps it would be more accurate to say that as soon as 
the child is born we may begin to lay the foundations for a re- 
ligious character and life. For, in its broadest and best meaning, 
religion is right living. Jesus came that we might have abundant 
life. And all factors that build for a full, rich life lived at its 
best have their part in spiritual development and training. 
Many of these influences begin the moment the babe has set 
his feet on the ''shores of time." 

Laying the Foundations 

Not until about three years of age is the child able to grasp 
much of the thought about God. Yet before this time he may 
have been given many impressions which, while they are not 
definitely remembered in later years, nevertheless supply the 
prepared soil in which seeds of more direct instruction find 
favorable conditions for growth. 

From the very first, right habits of sleeping, feeding, and re- 
sponding to care and attention can be formed; this will in the 

15 



i6 THE MOTHER-TEACHER OF RELIGION 

end save much fretting, ill-nature, and rebellion, all of which 
have their bearing on mood and disposition and, through these, 
on the spiritual nature. The foundations of good health and 
freedom from pain and discomfort can in no small degree be 
insured; and good digestion, healthy nerves, and normal bodily 
functioning play no small part in determining the quahty of 
the moral and religious life. Through wise and loving care 
and through providing a congenial atmosphere in the home, 
happiness, cheerfulness, and good nature may be promoted 
— ^f actors which lie at the very foundation of all the finer spiritual 
qualities. Through loving and sympathetic companionship 
the bonds of affection and understanding can be established 
between parents and child which will render example and 
instruction doubly effective when the child has become old 
enough to respond to them. 

In all these and many other ways, then, the mother can 
from the earliest days of her child's life be making sure that 
the beginnings are right. These factors, rightly considered, 
are as much a part of the child's rehgious training as the more 
direct teaching he will later receive. To neglect these essentials 
may leave a fatal weakness in the foundations upon which the 
higher spiritual structure rests. 

The Unbreakable Unity 

Let the mother therefore realize that life, her child's hfe, 
is a great unity. There is no part of it that does not affect 
all other parts. There is no time jn the life that does not in 
some measure determine all that part of the life which comes 
after. There is no experience — no train of thought, no affec- 
tion, no ideal, no decision, no loyalty that does not owe much 
to what has preceded it in experience. 

This point of view offers the mother cause both for rejoicing 
and for a hesitant approaching of her task. On the one hand 
she realizes that she need not wait for the years to pass and 



BEGINNINGS 17 

bring her babe the power to understand great thoughts and 
grasp deep meanings before she can begin to form his character 
and shape his destiny. On the other hand she recognizes that 
there is no time to waste, that foundations are being laid, habits 
set up, and the background estabhshed upon which all later 
building of character and destiny must rest. With or without 
her help this is taking place. 

With the love of motherhood prompting her and with the 
religious motive actuating her, every true mother will there- 
fore seek to know her child, and from the first so nurture and 
guide him that this bit of divine life may never know the tragedy 
of separation from its Author. 

First Impressions: An Interpretation 

"Alpha — Night — Silence — a struggle for the light, and he 
did not know what light was. An effort to cry, and he did 
not know that he had a voice. He opened his eyes and 'there 
was light.' He opened his lips and hailed the world with a cry 
for help. He did not know the language of the inhabitants 
of the planet upon which Providence had cast him. So he 
saluted them in the one universal speech of God's creatures, 
a cry. EverybodyT— every one of God's children understands 
that. A tiny craft in sight of new shores — he could not tell 
from what port he was cleared; he did not know where he was. 
He had no reckoning, no chart, no pilot. No one knew whence 
he came. Some one said he came from heaven. And the baby 
himself knew as Httle about it as the learned people gathered 
to welcome him. There was a man's voice, the Doctor's, strong 
and reassuring. There was a woman's voice, soothing and 
comforting, the voice of the nurse. And one was a mother's 
voice. There is none other hke it. It was the first music he 
had ever heard in this world and the sweetest."^ 



1 Robert J. Burdette in Chimes From a Jester's Bells. The Bobbs-Merrill 
Company, Indianapolis. 



CHAPTER II 
THE AWAKENING MIND 

The mind of a child I Who may know what it contains? 
As we look down upon the small mass of flesh and soul we call 
a babe, who can understand the mental state of this new being 
who has no memories, no plans, no ambitions; who has neither 
ideas nor connected thoughts; who understands no language, 
nor recognizes any object upon which the eye may rest? 

The Mind at Birth 

Yet here this child is, and he possesses some sort of con- 
sciousness. He is aware, even if but dimly, of sights and sounds 
and contacts and tastes and temperatures. These cannot mean 
to him what they do to us, but he in his own way responds to 
them. Speech is to him not made up of .words and sentences, 
but of a buzzing, rumbhng, hissing continuity of meaningless 
soimd. The immediate en\dronment does not consist of people 
and chairs and cribs and lamps and tables and what-not, but 
of a confused mixture of impressions with no object or person 
separated from the puzzling complex. The world to the new- 
born child ''is a big, blooming, buzzing confusion," says William 
James. 

From the first, the babe is sensitive to hunger, to pain, and 
to other forms of discomfort. He may not know just what is 
troubling him when his stomach becomes empty, but he reahzes 
that something is the matter and acts accordingly. He may 
not know what is causing the pain nor even from what part 
of the body the pain comes when a pin is sticking, but he is 
aware that something is wrong with his world and voices a pro- 
test. Where knowledge and intelligence are not yet ready 

i8 



THE AWAKENING MIND 19 

to guide instinct takes hold and the child does what his race 
has grown accustomed to do in similar circumstances through 
a million generations. At the beginning the child is an au- 
tomaton. He has neither thought, conscious desire, nor pur- 
posed will. He is nevertheless a living automaton, and will 
soon pass from the automatic stage. 

Bodily movements are not at first directed by conscious 
purpose, for one can manifestly not purpose to perform an act 
which one has never learned to perform — one must have a copy 
for his act. Hence the first movements of the child are random 
movements, the result of the sheer impulse to move, wriggle, 
kick, thrust, turn the head, rather than to be quite still and 
immobile. 

These early movements are not only random and impulsive, 
but they are for the most part unrelated to each other, they 
are uncoordinated. So we observe that the two hands do not 
act in unison as successfully as they later come to do. The 
legs do not seem always to agree as to direction or time of 
action. The eyes, even, have not yet developed perfect team 
work and may look in different directions instead of acting 
together. 

Getting Under Way 

''A very imperfect machine, this new-born babe," an unin- 
formed observer might say. Yet a most marvelous machine 
— and much more than a machine. For this small life has 
wrapped up in it in potential form all that the life can ever 
become. It is Hke the acorn with the perfect oak tree at its 
heart. Nurture, training, education do not add new powers; 
they only make actual through growth and development what 
was already there through the gift of nature. 

So, a little later we find this imperfect mind has changed. 
Memory begins, and the mother has the joy that comes from 
seeing that her child remembers her face and recognizes her. 



20 



THE :mother-teacher of religion 



Sensation has become more perfect, and food that is not of 
a pleasing temperature or taste is refused. Objects are per- 
ceived, and the child will follow with his eyes and head the 




f| 




''^m'^ 



^ 



w 



AFTER XIXE MONTHS IX LIFE'S SCHOOL 



movement of a thing that attracts his attention. Familiar 
articles come to be associated with their uses, and a sight of 
the feeding bottle brings a demand for food; a gHmpse of wraps 



THE AWAKENING MIND 21 

and the gocart creates the expectation of a trip out; the rattle 
is shaken, the ball thrown and promising objects put into the 
mouth. 

While all this is going on a similar development is taking 
place in the affections and emotions. There comes a day when 
the child smiles when pleased. Unmistakable expressions of 
anger occur when things do not go right. Cooing, crowing, 
and gurgling announce that all is right with the world. Nestling, 
reaching, and clasping tell of the beginnings of love for the mother. 

As the months pass understanding broadens and the power 
to grasp the meaning of speech and of actions grows. The 
child knows from word or tone when he is being reproved and 
when he is being praised. He is receiving impressions of con- 
duct and learning to respond to control. He tears a book and 
has his hands spatted for it; memory and association come to 
his aid on the next occasion and he foregoes the pleasure of 
hearing the r-r-r-p of the tearing sheet; he is developing self- 
restraint and control. 

Gradually out of countless impressions of approval and dis- 
approval, out of rewards and punishments, out of lessons learned 
by pain of consequences and by restraints or promptings of 
mother and father the sense of right and wrong develops. Prob- 
ably for every child at one time in his existence right is what 
he is allowed to do, and wrong is what he is restrained from 
doing. 

So, little by little, line upon Hne and precept upon precept, 
the child learns his world and how to adjust himself to it. Par- 
allel with this development the physical and mental powers 
are enlarging. Sensation reaches its capacity, memory and 
imagination increase, reason dawns, imitation takes hold, feel- 
ing and emotion grow deeper and broaden their range. Muscu- 
lar skill increases, bodily parts learn to work together, play 
becomes a controlling motive. 

From beginnings which at the first seem but a promise the 



22 THE MOTHER-TEACHER OF RELIGION 

mother sees taking place before her the miracle of growth 
which transforms her helpless babe into a self-directing being, 
responsible in his own right to his Creator and capable of taking 
his place in the world of men and affairs. 

The Law of Spiritual Growth 

It is necessary that the mother who would guide her child's 
religious development should understand the laws of his mental 
growth, for the same powers of mind and heart are used in 
religious thought and feeling that apply to other aspects of 
experience. In coming to understand about God the child 
employs the same mental processes as when he comes to under- 
stand something in his human relationships. When his feeKngs 
of love, friendship, and loyalty go out to Jesus these are the 
same feeHng activities which come into play in his love, friend- 
ship, and loyalty to his earthly parents and friends. When 
the age has come for making choices and reaching decisions 
for himself, the same laws will govern in the matter of religion 
that control in other affairs. 

Because of this significant truth it follows that the child can 
progress no faster in his religious development than in the 
rest of his development. He cannot understand or use religious 
truths that are beyond his grasp any more than he can other 
truths which he cannot comprehend. He cannot experience 
feelings or emotions too deep or too exalted for him in rehgious 
lines any more than he can in other lines. 

Therefore religious training must be suited to the child. 
Strong meat must not be fed to babes. "First the blade, then 
the ear, after that the full corn in the ear," is the irrevocable 
law which must be obeyed. 

Books for mothers: 

"The American Home Series" published by The Abingdon 
Press (Pamphlets): 



THE AWAKENING MIND 23 

The Education of the Baby Until It is One Year Old. 
The First Year in a Baby's Life. 
The Second and Third Years. 
The Biography of a Baby, Milicent W. Shinn. Published 

by Houghton Mifflin Company. 
Fundamentals of Child Study (Chap. V), Kirkpatrick. Pub- 
lished by The Macmillan Company, New York. 



CHAPTER III 
PHYSICAL FOUNDATIONS 

In the olden day the physical nature was held in low regard. 
''The world, the flesh, and the devil" were all condemned in 
the same breath. The soul was thought to suffer contam- 
ination by its contact with the body, and the body was neg- 
lected, abused, and sometimes even cruelly maimed in the 
vain hope of purifying the spirit by mortifying the flesh! 

The Body and the Soul 

But in this better day we no longer accept such a false and 
debasing doctrine. Good health ministers to beauty of soul 
as well as body. In Browning's words, 

"All good things are ours, 
Nor soul helps flesh more now 
Than flesh, helps soul." 

The mother who would guide aright her child's rehgious 
development must understand the whole child. She must 
reahze that religion is inextricably bound up with the entire 
life. There is no possibility of considering spiritual growth 
separated from the normal growth of body and mind. Re- 
Hgion not only concerns every department of Hfe, but is in turn 
influenced by all that life contains. 

If we could but know our children better — know the frail 
little body, and especially the dehcate and tender brain and 
nervous system! Ordinarily we do not think of babies being 
nervous. "Nerves" are a luxury reserved for harassed or over- 
worked adults. Mother is tired with a stinging weariness, or 
father comes home from a day of racking cares, and the nerves 

24 



PHYSICAL FOUNDATIONS 25 

are on edge. Each needs quiet and rest and soothing minis- 
trations and sleep to "knit up the raveled sleeve of care." 

But the baby? The baby, who has no work, no care, no 
burdens to shoulder? — Who knows? This new and unripe 
brain, "these untried nerves — do they too not feel the strain 
and tension of existence? Do they not weary under infantile 
troubles as real as those that disturb our own peace of mind? 
May they not become frayed by worry or fretting, or too much 
attention and excitement, or too many people about, or want 
of sleep at proper time? 

Sleep and Rest 

The observing mother realizes how easily and quickly the 
young child tires. A happy, hilarious play spell is on, and 
it seems a pity to stop it. But after a time the enjoyment 
lessens, signs of fretting are seen, and perhaps the baby cries. 
The child is overtired; the play should have been stopped 
sooner and the weary brain and nerves given a chance to recover 
their tone. Such overtiring, if it occurs too often, leads the 
child to irritable moods and fretful tempers, thereby spoiling 
the disposition as well as retarding growth and development. 

For the first three months the babe needs for the most part 
but to sleep and eat. Plentiful sleep remains one of the chief 
requirements throughout childhood. Many children who are 
cross and unruly and who show undesirable streaks of rebellion 
are but the victims of shortened hours of sleep and are paying 
the penalty which nature never fails to exact of those who 
trespass on her laws. Sleep is nature's best restorer and builder. 

At birth, from eighteen to twenty hours a day should be 
devoted to sleep; at six months, from sixteen to eighteen hours; 
during the second year, from fifteen to sixteen hours; the third 
year, from fourteen to fifteen hours; and for the next three 
years an average of thirteen hours. Up to school age children 
should take a day nap to break the long strain on the nervous 



26 THE MOTHER-TEACHER OF RELIGION 

system of a day of active play. The habit of an early and 
regular bedtime hour following a simple meal should be as 
fixed as the setting of the sun. Children who are allowed to 
suit their own fancy about going to bed, or those whose bed- 
time hour is changed on every slight pretext cannot escape the 
penalty sure to be imposed on disposition as well as body for 
the disregard of inexorable law. 

Food, Growth, and Character 

Of equal importance in building good foundations is the 
matter of nutrition. Probably few mothers think when feeding 
their children or planning a dietary of any important effects 
beyond physical growth and health. Yet science teaches us 
that there is an undoubted relation between malnutrition and 
moral delinquency and degeneracy. 

For the young infant the mother's milk is the natural and 
best food. No substitute for it has ever been discovered. While 
we have no complete statistics for the entire country, it is 
known that for large masses of our population one baby out 
of every ten born dies during its first year. This is a consid- 
erably larger percentage than of soldiers killed at the front 
in the late European war. It is safer to be a soldier in active 
modern warfare than to be a baby during the first year of life 
in modern America! And physicians everywhere tell us that 
the greatest single factor in this tragic infant mortahty is feed- 
ing. Three fourths of the babies who die the first year are 
bottle fed. Nearly one third of a milhon children die annually 
in the United States under five years of age — more from incor- 
rect feeding than from any other causes, or probably from all 
other causes combined. 

But it is not a question of mortahty only. Not all improperly 
fed children die under the mistreatment, but none of those 
who live escape the later handicap which malnutrition is sure to 
place upon them. Out of one hundred and one Better Babies 



PHYSICAL FOUNDATIONS 27 

selected at random from a contest, eighty-nine were breast 
fed, eight were fed by a combination of breast and bottle, 
and only four on the bottle alone. Who can estimate the 
greater advantage and larger promise lying ahead of the child 
who has a good physical start in life! No considerations of 
personal or selfish nature should cause the mother to refuse or 
neglect the sacred duty of nursing her offspring. 

Regularity of feeding is almost as much a factor in good 
nutrition of young children as the quality of the food itself. 
The baby should be fed by the clock just as it should be put 
to sleep by the clock. This is in part because regular feeding 
is one of the factors of good nutrition; it is also a factor in the 
grounding of certain fundamental physical habits which lay 
the foundations of stability of character. ^'But," says one 
mother, "surely my baby knows better when it is hungry than 
I could know." No, such is not the case. The baby is quite 
certain to interpret various kinds of discomfort as hunger, 
and therefore to get into the habit of expecting to be fed at 
all times. The result is an overworked stomach, indigestion, 
more discomfort, and more clamoring for food. On the other 
hand, the baby, if healthy, can be trained to become hungry 
at regular intervals, take a full meal, and then be satisfied 
until feeding time comes again. 

A psychologist writes that one of the most common errors 
of adults in dealing with children's minds is that of interpreting 
the child's mind in terms of their own. One wonders whether 
the same principle does not hold for many careless or ignorant 
parents in dealing with the bodies of their children. Paul was 
generous in his judgment when he said, "We do not feed strong 
meat to babes." For that is, in effect, just what we do when 
we allow the child to have food not adapted to his age. Sara 
is between two and three years of age. She was given several 
ice-cream cones at a summer picnic — because she cried for 
them. The next day she was cross and fretful and had a rash 



28 THE MOTHER-TEACHER OF RELIGION 

over her face. ^Tt's the heat," said her mother. 'Tt is indi- 
gestion caused by improper feeding," said the doctor. Eighteen 
months' old Bobbie was given peanuts by a doting grand- 
parent because ''he always gave his children what they wanted 
to eat and it didn't hurt them." Sequel: vomiting, fever, castor 
oil, several days of peevishness and low spirits, and so much 
of happiness, health, and good nature checked out of the bank 
of Bobbie's future. 

The good old family doctor, sitting by the bedside of a sick 
child, said to the young mother gently but with terrible mean- 
ing: 'Tt is true that the sins of the fathers are visited upon 
the children, but perhaps it is even more true that the ignorance 
or carelessness of the mothers is visited upon them." 

In the surveys that have been made in our public schools 
an alarmingly large proportion of children have been found 
suffering from various forms of malnutrition. These children 
come from the "best" homes as well as from the homes of the 
poorer classes. In most cases it is not so much a question of 
the amount of money spent on the table as of the careful study 
of a particular child's needs for his health and correct growth. 
A serious aspect of the matter is that not only is the child's 
physical development being retarded but his mental power 
is being impaired and his whole future jeopardized. 

It is stated by Dr. WilHam R. Emerson that probably one 
third of our school children are not up to normal health, al- 
though apparently they may seeni to be fairly well and strong. 
Many of these troubles, possibly most of them, had their origin 
during the first five years of the child's Kfe. 

The Breath of Life 

It is as possible to starve the child for want of air as for 
want of food. When we close the drafts of a stove we shut 
out the oxygen and the fire burns low or goes out. When we 
keep the baby in a close, ill- ventilated room we rob him of the 



PHYSICAL FOUNDATIONS 29 

life-giving oxygen and the lires of life burn low — they may 
even go out if some ailment or disease attacks the weakened 
organs. The pale face, the anemic body, the tendency to take 
cold are evidences of oxygen starvation. 

Referring again to the one hundred and one Better Babies 
in the contest: eighty had always slept alone, and ninety- 
one had always slept with the windows open. The "drafts" 
were kept open for the young organism so that the fires of 
growth and health might burn brightly. 

Many mothers, sensing the fact that the young child re- 
quires more heat than the adult, are afraid of the open air or 
out-of-doors for their children. It is just at this period of 
Hfe, however, that the child is making his most rapid growth, 
and so needs an abundance of pure air and sunshine. The out- 
door nap when the weather permits, outdoor play in proper 
clothing to insure protection, abundance of sunKght at all 
seasons of the year— these are valuable insurance against 
sickness and disease and the surest guarantee of vigor ' and 
normal development. 

Clothing and Comfort 

In the dressing of her child the sensible mother will know its 
needs and not be too much influenced on the one hand by 
tradition nor on the other by the fads of the day. Miss Shinn 
tells us that babies lose a great deal of their normal activity 
through the wearing of clothes. Since children do not live 
in tropical forests nor have their own hair coverings they must 
wear clothes, but we ought to leave the little limbs as free as 
we can without risk from cold. A chance to roll about nude 
in a room that is safely warm is a great thing for a baby. Free- 
dom of movement, adaptation to play, protection against the 
weather and physical comfort should be considered ahead of 
convention and fashion, though attractiveness and artistic 
effect need not be neglected. 



so THE MOTHER-TEACHER OF RELIGION 

In many cities of our country children's health clinics have 
been estabHshed. In these cHnics five essential factors are 
taken as the basis of good health : 




A STATE PRIZE BABY 

The Good Nature back of this Smile means much for 
future Disposition and Character 



PHYSICAL FOUNDATIONS 31 

1. To get children to take proper food at proper intervals. 

2. To prevent over fatigue. 

3. To secure fresh air day and night. 

4. To estabHsh sufhcient home discipHne to carry out good 
health habits. 

5. To remove physical, mental and social causes of mal- 
nutrition. 

There are very few children who are not suffering from the 
lack of one or more of these essentials for the securing of good 
health and full development. Should not all parents study 
their children in the light of these factors in order that they 
may avoid the handicaps which later may defeat them in arriving 
at the goal? Should we not rid ourselves of the comfortable 
fallacy that the physical disabilities of childhood will be "out- 
grown" if let alone? Should we not accept the cold, cruel fact 
that many of these disabiHties will, if let alone, increase and 
that even those that are "outgrown" have taken their toll from 
their victim? 

Every child has a right to the best chance we can give him. 
Good health and a well-developed body are abundantly worth 
while for their own sake alone. But parents should also realize 
that while physical vigor does not insure a life of rectitude, it 
goes far to make the conditions favorable. A good digestion 
and an abundance of red blood bear an important relation 
to clean morals. 

Exercises for the Baby 

Many educators believe that even before the impulse to 
spontaneous play has arisen the young child should regularly 
be given carefully planned physical exercises. These must, 
of course, be suited to his degree of development and his needs. 
They must not be overdone, strain tender muscles, or weary 
delicate brain and nerves. Their whole success and value 
depend on their perfect adjustment to the individual child. 



32 



THE MOTHER-TEACHER OF RELIGION 



Normal healthy babies from the age of even two months will 
enjoy suitable exercises properly given, and will come to re- 
spond to them with great satisfaction and glee. If the child 
cries or frets under them, it is a sure sign that the exercises 
are not being given in the right way. 

The exercises were devised and their accompanying illus- 
trations^ supphed by Mary L. Read, director of the School 
of Mothercraft, New York. 

I. Arm Exercises; for developing the chest, upper back, 
and arms. Two simple exercises alternate, (i) in which the 
arms are extended outward and brought back, and (2) in which 
they are extended upward and brought back. 




F.IG. I 



Fig. 2 



(i) Clasp .child's hands and bring them together on chest 
(child may grasp mother's thumbs). Sing first note la with 
hands on chest as in Figure i; with second note extend arms 
as in Figure 2; with third note return hands to chest. Repeat 
three times, then follow with (2). 

No. 1 and 3 Outward arm movements and for right leg exercise 



w 



(2) Sing (as before) first note with hands on chest as in 
Figure i ; with second note raise arms above head as in Figure 3 ; 



The Mothercraft Manual, by courtesy of Little, Brown & Co , Boston. 



PHYSICAL FOUNDATIONS 



33 




Fig. 3 



Fig. 4 



with third note return hands to chest. Repeat three times, 
then go back to (i), continuing to end of exercise period. 

No. 2 and 4 Upward arm movements and for left leg exercise. 2nd ending for No. 4 

^ , , , I — i r-i — 5 r 



:53; 



3: 



-&- 



-(^- 



I 



II. Leg Exercises; for developing leg and trunk mus- 
cles. Two separate exercises are provided: (i) in which the 
leg is flexed at the knees and bent up to the body, and (2) in 
which the knee is kept straight and the leg brought to right 
angle with the body. These two leg exercises are not to be 
alternated as in the case of the arm exercises, either (i) or 
(2) being sufficient for one exercise period. 

(i) Grasp child's right foot and with leg extended sing first 
note la (as in [i] arm movements); with second note bend 
knee to body as in Figure 4 ; with third note bring foot back to 
first position. Repeat for the left leg (using music as in [2] 
for arm movements). Do this alternately three times for each. 
Then repeat with both legs together (music as in either [i] or 
[2] for arm movements). Continue to end of exercise period. 

(2) Grasp child's right leg as shown in Figures 5 and 6, 
keeping knee straight. Sing first note la with leg extended; 
with second note bend leg to right angle with body; with third 
note bring leg back to first position. Repeat for left leg. Do 
this alternately three times for each. Then repeat three times 



34 



THE MOTHER-TEACHER OF RELIGION 



with both legs together. Continue this alternation to end 
of exercise period. 




Fig. 5 



Fig. 6 



The leg exercises may be varied by using the directions 
found in Susan E. Blow's "Songs and Music of Froebel's Mother 
Play." 



III. Pulling Exercises ; for developing the muscles of the 
arms and trunk. When the child is able to lift his head he 
may be allowed to pull himself up to a sitting position, holding 
his mother's hands. Sing first note la with child lying as in 
Figure 7; with second note pull to sitting position, as in Figure 
8; with third note return to first position. This may be re- 
peated three times, gradually adding to the number as age and 
strength increase. 



For Figures 7 and 8 



m 



:q==1: 



::t 



-^ 



I 



Up and down, 



up 



and down 



up 



and 



-7^ — 

down. 



IV. The "Wheelbarrow" Exercise; for developing all 
body muscles. About the age of eleven months many babies 
go ''on all fours." At this stage the ''wheelbarrow" exercise 
may begin. Grasp the baby's feet and Kft them while he sup- 
ports himself on his hands and arms. This must be done care- 



PHYSICAL FOUNDATIONS 



35 



fully, without jerks or sudden strains. At first the periods 
of strain should be very brief, the time being extended with 
increasing age and strength. 



"^8^s. 


■PHKBRF-T"^ 




«^ 



Fig. 7 



Fig. 8 



Books for mothers: 

The Mothercraft Manual, Mary L. Read. Little, Brown 

& Co., Boston. 
The Songs and Music of FroebeFs Mother Play. Arranged 
by Susan E. Blow. D. Apple ton & Co., New York City. 
From pamphlets in Government Series: 
Prenatal Care No. i, Mrs. Max West. 
Infant Care No. 2, Mrs. Max West. 
Child Care No. 3, Mrs. Max West. 
(The Pre-school Age) 
Health Pamphlets published by Elizabeth McCormick Founda- 
tion, 6 No. Michigan Avenue, Chicago. 
Parents and Their Problems, Vol. 11. Published by the 
National Congress of Mothers, Washington, D. C. 



CHAPTER IV 

FIRST IMPRESSIONS 

The babe is but a few days old, and the father as he holds 
his precious new-born son looks dovm upon him and some- 
what tremulously remarks, 'T believe I have begun to love 
this Httle mite already."" "I have loved it for months before 
it was bom,"" the mother repHes, quietly. And not only had 
she loved her child, but she had prayed for it — prayed that 
the new Life that was to come to them might be strong in body 
and beautiful in character. Later she prayed that this man- 
child might be great — great because he was good, for she realized 
that greatness and goodness go hand in hand. 

The ^Mother's Prepail\tiox 

You \\all know from this that she was a prating mother. 
She felt that the strength which she daily received from the 
heavenly Father must have a part in the life of her child. It 
was natural for her to pray. It is for most mothers. So she 
kept on pra>ing as she kept on lo\ing — because she could not 
help it. And are not these two the very foundation principles 
of religious life for the mother — prating and lo\ing? The mother 
prayed that she might receive -^^^isdom and strength for the 
training of her child; she prayed that her child should be blessed 
of God, fine, true and unselfish, radiating helpfulness; she prayed 
that she might love her child, ^^'ith an intelligent afi"ection that 
gives itself not unreasonably, but ^^'ith a love which is coupled 
with clear insight, calm judgment, and s^Tapathetic under- 
standing of the needs of her child. 

This very longing and pra>ing for her child ^^ill influence 
the mother herseH to be what she ^\4shes her child to become, 

36 



FIRST IMPRESSIONS 37 

for it naturally follows that what we strive for and have a 
passion to possess for the sake of another becomes a part of 
our own spiritual equipment. Nor can the child's character 
fail to be impressed by this longing and praying on the part 
of the mother. Though it is natural for mothers to pray and 
though most mothers do pray, yet there are many whose prayer 
life during girlhood and early womanhood has not been very 
definite, whose religious convictions have been somewhat 
vague, and to whom religion has not meant all that it might. 
But now with the coming of her babe there is a new longing 
in the mother's heart that the child shall remain vv^ithin the 
fold, and a purpose that he shall be trained in religious things, 
for she covets for him the fullness of Hfe and strength of char- 
acter which depend on religious nurture and growth. 

To realize this desire for her child the mother must do more 
than yearn. She must now become an active influence in his 
spiritual development. This means that she- must first of all 
embody in herself the qualities of mind and heart that she 
would have built into the young life. It means that the beauty 
and the simpHcity of the Christ example and teaching must 
have control in her daily living. Her standards and ideals 
must be high; she must be the soul of honor, rising above 
all pettiness and jealousy; she must cultivate that true insight 
into her child's nature that will make her a sympathetic 
companion, a happy play fellow; she must possess a joyous 
personaHty capable of spontaneously radiating love and hap- 
piness. 

All of these qualities the mother will now desire and achieve 
not alone for what they will mean to herself, but for what 
they will mean to the child whose development she is to direct. 
And all of these qualities she can have increasingly in her own 
life, for they come from close companionship with beautiful 
thoughts and from living constantly in the presence of the best;, 
they come from close companionship with God. 



38 THE MOTHER-TEACHER OF RELIGION 

Unconscious Absorption of Religious Impressions 

Religious training should not be postponed until the child 
is capable of full understanding, for even in the days of help- 
less infancy there are many influences and activities at work 
for the making of character. The child can breathe in from 
the atmosphere of his surroundings the spirit of good will, of 
helpfulness, of sympathy and love. He can form such an im- 
pression of human relationships that when he later receives 
instruction about the Fatherhood of God and the Brotherhood 
of Jesus he will have a background of precious meaning to 
give these concepts. 

Likewise, the facts of devotion in family worship, grace at 
meals, and bedside prayer gradually lead the child to perform 
these acts for himself. None can estimate the value of these 
early impressions! The young mother prays at the baby's 
bedside as she tucks him in each night. She thanks God for 
his hfe. She prays that he may be unselfish, that his little life 
shall be expressive of happiness, that he may be kind to brothers 
and sisters, that he shall come to feel for himself the desire 
to do right. She prays for wisdom that she may know the 
right things to do and for strength that she may be able to 
carry out His plan for the child. Much of this the young child 
does not comprehend, but he realizes that something serious 
and beautiful is taking place, and that it has to do with him, 
and that it has to do with God. 

It is better that the bedside prayer shall be an audible one, 
for the sound of the mother's reverent tones accompanied by 
the sight of her bowed head and clasped hands serves to make 
an indelible impression upon the plastic mind. Furthermore, 
if from the first the mother prays aloud, even before the babe 
can understand any word of meaning, it overcomes any diffi- 
dence she may have about audible prayer, while it also gives 
her confidence and prepares the way for the time a little later 



FIRST IMPRESSIONS 39 

when she and her child will have talks and prayers together 
at the bedtime hour. 

In the Dawn of Religion in the Mind of a Child, Mrs. Mum- 
ford sets forth the value of audible prayer somewhat as follows: 
Thus, praying at the bedtime hour, night after night and month 
after month, there comes a time when the laddie seems to 
sense something of what his mother is doing as she kneels with 
her hand clasped about his. As yet he does not in the least 
understand it, but mother's face is beautiful and her voice 
somehow creates in him a feeling of wonder and quietness, 
and this feeling of quietness in turn becomes a feeling of rev- 
erence as he grows older. In time he recognizes this as a part 
of his bedtime hour. 

Forming Religious Habits 

The beauty and significance of these early acts of religious 
observance is that they serve to create permanent attitudes 
and establish lasting habits which will carry over into later 
years. 

Marie is only two years old, but she enjoys sitting in her 
high chair at the family breakfast table. Breakfast had be- 
come a regular occasion. But one morning she had overslept 
and by the time she had come to the table father had said 
grace, and the family were eating. As soon as Marie was put 
into the high chair she bowed her head and clasped her hands. 
This was a part of the breakfast- time hour; the habit was formed 
and the attitude in process of development. The child felt 
grace before she understood it. 

An instance of similar import. Channing sees brother and 
sister bow their heads at meal time. Something is being said. 
He doesn't understand it. Sometimes brother ''says something," 
and sister does other times. So Channing mumbles. No one 
laughs or seems amused because it is real to the laddie. He 
is receiving a lesson in quietness and reverence. A Httle later 



40 THE MOTHER-TEACHER OF RELIGION 

he will be taught words to say, and then he too will take his 
turn at saying grace. 

The first value, therefore, of the bedtime prayer, grace at 
meals, the father's morning prayer for the family before the 
child can grasp their meaning is the fine opportunity which they 
give in preparing the soil for planting the seeds of definite 
instruction when the right time has come. And little by Kttle 
the eft'ect is being built into the growing mind; bit by bit re- 
sponses are being made in the form of simple ideas. This Httle 
babe is beginning to understand. 

The Quiet Hour 

As the child grows older, the bedtime hour becomes a time 
of confidence between mother and child. ]\Iuch of the rich- 
ness of love and comradeship is missed by the mother who does 
not take the time to be wdth her child at the bedtime hour. 
They talk together; perhaps the child asks questions. The 
mother tells him of the wonderful Person whom we can neither 
see nor hear, but who loves us and has given us this beautiful 
world — God the heavenly Father, who has given us father 
and mother, the flowers, the birds, and everything that makes 
us happy. The first ideas ajid impressions about God should he 
of love and happiness. The child hears his mother speak of 
mother's love, of father's love, of God's love, and the child 
realizes that he loves mother and father; he is coming to know 
what love is. To him mother and father are the embodiment 
of all love and goodness. They should be to the child the first 
representatives of the love of God. They are his first inter- 
preters of his ideas in rehgion. And as a child comes to feel 
the love he has for his mother and father, so will he understand 
without analyzing it something of the love of God, the heavenly 
Father. 

In their talks together the mother tells her child how the 
heavenly Father loves his children, how he helps us to be good 



FIRST IMPRESSIONS 41 

and kind, how he cares for us and watches over us while we 
wake and while we sleep. The child learns that prayer is talk- 
ing to God in a simple, reverent way, for mother talks to God, 
thanking him for the happy day and asking that he will watch 
over her child during the night, keeping him safe in his care. 

In the great out-of-doors are still other opportunities to teach 
lessons about God. The child can be simply told how God 
has given us the sunshine and the green grass, the flowers arid 
the birds. In later lessons he will learn more of the presence 
of God in nature. From his picture books and lessons as well 
as from his animal playmates he may be taught about God's 
care of animals and that we should be kind to them. 

In some such simple ways as these can the first reHgious 
impressions be made upon the child while still too young for 
formal lessons in religion. These simple impressions of wonder, 
happiness, love, responsiveness are the beginnings out of 
which the fuller spiritual growth of more mature years will 
spring. 

Books for mothers: 

The Dawn of Religion in the Mind of a Child, Edith Read 
Mumford. Published by Longmans, Green & Co., New 
York. 

The First Year in a Baby's Life, American Home Series. 
PubHshed by The Abingdon Press, New York. 



CHAPTER V 
TEACHING ABOUT GOD 

At the very center of the child's first instruction in religion 
should be God. Long before he can understand religion he can 
learn about a heavenly Father. The rather indefinite impres- 
sions about God which are at first formed should gradually 
give way to more definite ideas. This does not mean that 
the child (nor we!) can grasp the full meaning of God, but, 
rather, that little by little he may come to realize more fully 
his dependence on God and God's care of his children. The 
great thing is that the child shall from the first get such a con- 
cept of God as will attract him to God, and not make him afraid 
of God or not interested in him. 

Making God Real to the Child 

If the parents have used the opportunities to make early 
religious impressions, there will follow naturally many Httle 
expressions and questions about ''Dod" in a simple childish 
way. These should be encouraged. Perhaps the child gives 
utterance to words that would be irreverent if spoken by an 
older person. But no; to the child everything is natural and 
real, and it is a serious mistake to laugh at or be shocked by 
mistaken ideas or expressions on the part of the child. The 
small boy who. when he heard the earth referred to as God's 
footstool, remarked, "My, what long legs God must have!" 
was not irreverent, but only stating what was to his under- 
standing a perfectly natural conclusion. He did not know 
that he had said anything unusual, but by the attitude of his 
elders he might easily be made self-conscious and done a very 
great harm. 

42 



TEACHING ABOUT GOD 43 

Probably no ideas of a little child can be termed "religious" 
in the sense that they are distinct from his other ideas. Bui 
this very interminghng of the so-called spiritual with the every- 
day run of experiences is a most valuable element in religious 
training. Indeed, it is a working principle if rightly under- 
stood. The child is linking up his thoughts of God with the 
thoughts and expressions in his little world. This is a natural 
development, and serves to spiritualize the whole range of 
experiences. Robert, taking his bath, calls mother to come 
and see Moses in the water; he has taken a soap baby and is 
floating it in the celluloid soap dish. One wee maiden said the 
newest rime that she had learned, though it was not especially 
religious, for grace at meal time. Another child for the meal- 
time prayer repeated the Golden Text, "Behold, your house 
is left unto you desolate!" The wise parents, realizing the 
spirit in which the words, though unsuitable, were spoken, 
accepted the situation as it was meant and did not embarrass 
the child by either levity or chiding. 

The possibiHties of linking the child's activities and experiences 
of the day with the thought of God are illustrated in this inci- 
dent: Robert's father came into the kitchen one morning and 
the lad said, "Muvver cooks some bekfust food for Bobbie." 
Then he added, "Muvver cooks bekfust food, God makes 
bekfust food." Bobbie had remembered just then that mother 
had been showing him the beautiful colored pictures in his 
new picture book. In the picture Farmer Brown is plowing 
the field making it ready to sow the seed. Mother has told 
Bobbie in a simple way how God sends the sunshine and the 
rain to make the seeds grow; how by and by little plants come 
up out of the ground and grow to be tall plants, and then after 
many months the plants have little seeds that are taken to a 
place called a mill and are ground into breakfast food for Robert 
and many other little boys and girls; and how this food makes 
them grow big and strong like father and mother. 



44 THE ]\IOTHER-TEACHER OF RELIGION 

Such a story as this may be developed grackially, one part 
at a time, as much being given as the child Avill understand. 
The mother who will take the simple opportunities as they 
come naturally in the day's associations to tell the child of 
God, will find her child quickly responsive to the thought of 
a kind heavenly Father and his goodness. In these early lessons 
the teaching should tiever be forced or formal. The best lesson 
is one that is naturally drawn from the experience with which 
it is connected, a lesson that makes use of the "psychological 
moment." 

The Natural Approach of the Child to God 

The naturalness wdth which the child's daily experiences 
may be connected with the thought of God is seen in the way 
this mother used a commonplace occurrence for a lesson in 
religion: Billy's father has been in the war, and after his re- 
turn Billy, sitting in his father's lap, had heard him tell many 
wonderful things, especially of the airplanes flying overhead. 
Billy too had once or twice seen these wonderful "birds" saiHng 
across the sky. On one occasion, when his father was talking, 
BiUy interrupted him long enough to ask, "Daddy, won't you 
make me an airplane?" "Yes, sometime," came the reply with- 
out thinking very much about it. Billy was in raptures and 
not a day was lost without his asking his father if he wouldn't 
"make the airplane to-day." Billy's father was a busy man, 
and put off his son on pretext, as fathers sometimes do. But 
down in his inner consciousness he came to realize that to make 
an airplane was something of an undertaking which he might 
not be able to accompHsh. One morning, when the usual ques- 
tion was asked the father rephed frankly, "Billy, I don't be- 
lieve I know how to make an airplane." That his father couldn't 
make an airplane was a great blow to Billy. He looked at him 
in astonishment. Why his father could do anything! Walk- 
ing slowly up to his mother with the great longing in his heart 



TEACHING ABOUT GOD 45 

he asked, "Muvver, do you 'sposc the heavenly Father could 
make an airplane?" 

This was enough for Billy's father. He felt he must make 
that airplane; he must keep his promise. He must come up 
to his child's expectations. It was a wonderful plane, three 
feet long and had something that at least passed for an engine, 
and it made a real whirring sound when it was wound up! 
Can you imagine Billy's happiness! At the bedtime hour, 
Billy's mother said, ''Billy, don't you want to thank the heav- 
enly Father for helping daddy to make the airplane?" Indeed 
Billy did, and this time the mother did not even suggest what 
to say in his prayer. It was a simple outpouring of a child's 
happy heart, natural and spontaneous. Out of the fullness of 
his gratitude Billy was learning to pray. 

In this home the children are taught, naturally and simply, 
that everything good comes from God, and that he wants 
his children to be happy. They are taught that he is pleased 
when we do our best, and that he always stands ready to help 
us. At bedtime hour, mother and child often talk over the 
experiences of the child's day, and the part God has had in it. 

In many homes the father takes his full share in teaching 
the child religion. This is as it should be. Father is a good 
playfellow and there may be the evening romp. Then the quiet 
time together, a little talk about the heavenly Father, the 
prayer and the child is in bed. Many a child would express 
the wish that Junior did when he reached up and pulled father 
down to him saying, "Daddy, we could have lots of fun if you'd 
only stay at home all day." This fact of the father's being 
away a greater part of the day may even be used as a lesson 
to teach how the father's love reaches back even while he is 
away from home, providing food, clothing, and other good 
things for his child. 

Meredith and his father were great chums and playfellows 
from the time they used to roll the ball across the floor to the 



46 THE MOTHER-TEACHER OF RELIGION 

time when the lad was old enough for them to take "hikes" 
together. There was hardly a day when the two did not have 
some time together, just by themselves. Without their realizing 
it mother often contrived these times, for she knew that father 
could give to the child some things which she could not. But 
there came the war and a time when Meredith's father had to 
be away from home for more than a year. One evening in their 
talks, Meredith said, "Mother, I do miss daddy dreadfully, 
but do you know sometimes I feel just as if he was with me 
and I play that we are talking together." The child who is 
fortunate enough to have such relations as these with his father 
will have little trouble to grasp the thought of a heavenly 
Father who is with him though not seen and with whom he can 
"talk together." 

A God Who Is Near at Hand 

Sometimes, perhaps through wrong teaching on our part, 
the child gets an idea of God as very far off — in heaven, and 
of heaven as "up above the sky." The understanding that 
love can reach us wherever we are was naturally reached in 
this incident:^ John had been attending the kindergarten 
regularly and was very happy in sitting next to Dear Teacher 
every time she told a story or when they were arranged in the 
circle together. But one day a new child came. Mary Helen 
being rather timid, Miss Harrison suggested to John that he 
sit across the circle and let Mary Helen sit next to her. At 
first John absolutely refused. Why, he loved his Teacher so 
much he wanted to sit by her all the time! Miss Harrison 
said to John, very quietly, "Can't your love for me stretch 
across the room?" John took the challenge. In a little while 
he raised his hand and said, "Miss Harrison, it stretches!" At 
this moment John was ready to understand how God's love 
can "stretch" to him, and his to God. 



In A Study of Child Nature, by Elizabeth Harrison. 



TEACHING ABOUT GOD 47 

Mrs. Mumford tells how the child may come to understand 
the unseen God: The mother asks the child, "What makes 
your arm move, laddie?" when he inquires about what makes 
the branches of the trees move. And then he understands 
that just as an unseen force moves his arm so an unseen force 
is moving the trees. The child can not see the wind, but he 
sees what the wind does. He cannot see the love his mother 
has in her heart, but he knows what that love makes her do for 
him. He cannot see the love in his own heart, but he feels the 
love that he has for his mother. He feels the joy in his heart 
when he does right; he feels a sadness when he does wrong. In 
such .ways he comes to understand the unseen.^ 

Three-and-a-half-year-old Winnifred, just home from her first 
day in the Beginners Department of the Sunday school, gave 
this account of her instruction, which while evidently not a 
verbatim account of her teacher's words, shows that she had 
grasped the idea truly: Mrs. Porter (her teacher) she say I 
am Jesus' little sheeps. First we sing a Jesus song. Then 
Mrs. Porter she say, "Little sheeps got lost from its mother 
in the dark and cry. It was cold and Jesus look out and say, 
'My g'acious! Somebody have to go find little sheeps.' So he 
go out in the dark and bring it home like this (pantomime of 
hands across shoulder), 'n he take little sheeps upstairs, 'n 
take off its clothes, 'n give it g'ass water 'n tuck it in bed by 
its mother. An' she say, 'Little sheeps that don't do what 
they mother say, always get lost! But I awful glad see my 
baby 'gain!' " 

The Child's Questions About God 

As the child's mind develops and becomes more inquisitive 
the mother will often find it difficult to answer the child's ques- 
tions about God. Where does God live? Is he in this room? 



^ The Dawn of Religion in the Mind of a Child, Longmans, Green & Co., 
New York. This is a valuable book for mothers of young children. 



48 THE :\IOTHER-TEACHER OF RELIGION 

What kind of a place is his home? Who Hves with God? These 
are difficult questions. Unless the child asks a particular ques- 
tion of this nature it is not advisable to impose the information 
upon him. Some children get the idea of an unseen God with- 
out any questioning, just as they can understand about a play- 
mate or relative who hves at another place. They take it for 
granted without question. When questions are specifically 
asked, however, they should be answered as honestly and 
enhghteningly as possible. Where does God Hve? — God hves 
in his heaven, ^\llere is heaven? — Heaven is all about us. 
Is God in this room? — Yes. God is e\-ery where. WTiat kind 
of a place is his home? — A very beautiful and happy place. 
Who hves ^^dth God? — ^^\11 his children Hve with him. We are 
God's children. We hve with him. The ver}^ httle child may 
be told that God is like his father only even more kind and 
loving. Usually it is best to satisfy younger children with 
broad statements not undertaking to give too much of detail 
which they cannot understand. One child was satisfied when 
told that God is a Person we can feel in our hearts but cannot 
see. In so far as the questions are answered at all they should 
be answered truthfully and nothing said that will later need 
to be denied. 

A spiritual God is beyond the comprehension of the child. 
Hence it is natural for many children to endow him with physical 
characteristics. "God is so taU he can reach the sky," says 
one httle child. A mental picture of God as a benign old gentle- 
man with a long white beard was carried by one httle girl 
for many years. Such incongruous ideas need not disturb 
the mother, pro\dding the impression held by the child is 
not unpleasant or harmful. These concrete pictures, inevitable 
in the child's mind, wiU soon be corrected by instruction and 
more perfect understanding. The great thing now is to help 
the child form such an idea of God that he will be attracted 
by the concept instead of repelled. 



TEACHING ABOUT GOD 4g 

Saving from Wrong Concepts of God 

Mr. H. G. Wells was as a child evidently allowed to develop 
a very wrong picture of God, for he writes: "I who write was 
so set against God, thus rendered. He and his hell were the 
nightmares of my childhood; I hated him while I still believed, 
and who could help but hate? I thought of him as a fantastic 
monster perpetually spying, perpetually listening, perpetually 
waiting to condemn and strike me dead; his flames as ready as 
a grillroom fire. He was over me and about my feebleness and 
silliness and forgetfulness as the sky and sea would be about 
a child drowning in mid-Atlantic." 

Wrong concepts of God may leave positive antagonisms 
which require years to overcome. A Httle girl of nearly four 
years had just lost her father. She did not understand the 
funeral and the flowers and the burial. She came to her mother 
in the evening and asked where her papa was. The stricken 
mother replied that ''God had taken him." 

"But when is he coming back?" asked the child. 

The mother answered that he could not come back. 

''Not ever?" persisted the child. 

"Not ever," whispered the mother. 

"Won't God let him?" asked the relentless questioner. 

The heart-broken mother hesitated for a word of wisdom, 
but finally answered, "No, God will not let him come back 
to us." . 

And in that moment the harm was done. The child . had 
formed a wrong concept of God as one who would willfully take 
away her father and not let him return. She burst out in a 
fit of passion: "I don't like God! He takes my papa and keeps 
him away." 

That night she refused to say her prayer, and for weeks re- 
mained rebellious and unforgiving toward the God whom she 
accused of having robbed her of her father. 



50 THE MOTHER-TEACHER OF RELIGION 

The concept of God which the child first needs, therefore, 
is God as loving Father, expecting obedience and trust from 
his children; God as inviting Friend; God as friendly Protector; 
God ever near at hand; God who can understand and sym- 
pathize with children and enter into their joys and sorrows; 
God as Creator, in the sunshine and the flowers; but above all, 
God filling the heart with love and gladness. The concept 
which the child needs of Jesus is of his surpassing goodness, 
his unselfish courage, and his loving service. All religious 
teaching which will lead to such concepts as these is grounding 
the child in knowledge that is rich and fruitful, for it is making 
God and Jesus real to him. All teaching which leads to false 
concepts is an obstacle in the way of spiritual development. 

Books for mothers: 

Childhood and Character, Hugh Hartshorne. PubKshed by 

The Pilgrim Press, Boston. 
The Child as God's Child, Charles Rishell. 
The Unfolding Life, Antoinette Abernethy Lamereaux. 

Published by Fleming H. Re veil Company, New York. 
Child Nature and Child Nurture, Edward Porter St. John. 

PubHshed by The Pilgrim Press, Boston. 



CHAPTER VI 
TEACHING THE CHILD TO PRAY 

Inseparable from the idea of God is the tendency to pray. 
Only gradually does the child learn to pray. His understanding 
and use of prayer cannot outrun his mental growth and the 
broadening range of everyday experience. 

In preceding chapters we have briefly suggested the natural 
order of the child's mental and religious development. At 
the beginning there is the dawn of the first dim consciousness, 
then the fuller response to the world of sensory stimuli — the 
sights and sounds and contacts of nature— and gradually the 
growth of ideas and acquaintance with an increasingly wider 
environment. Among the child's first impressions of people 
should be those of love, comfort, and happiness coming from 
his father and mother. These impressions, imperfect and in- 
complete as they are, are the foundation for the later compre- 
hension of love and happiness coming from the heavenly Father. 
Likewise there should be impressions of rehgious quietness 
and reverence, coming from seeing the parents in prayer and 
worship. Such impressions precede and serve as a basis for 
the more definite rehgious feelings and ideas. It is of the utmost 
importance that the religious awakening be interwoven with 
the child's general mental development and form a part of 
his everyday experiences in the home. For only in this way 
can religion be made a true part of life and character. 

Learning to Pray 

Prayer first comes to the child by imitation and suggestion. 
Through the first few years his experience with prayer comes 

51 



52 THE MOTHER-TEACHER OF RELIGION 

from the prayers of his mother and father or older brothers 
and sisters. There will have been many quiet times together 
at the bedtime hour or in the httle timely talks in answer to 
the child's questioning. The mother has by wise use of these 
opportunities paved the way for the first religious thoughts 
and understanding, and the child is beginning to form some 
connected religious ideas. 

In thanking God as his heavenly Father the child naturally 
draws upon the idea of fatherhood which has come from his 
experience with his own father and the love and protecting 
care he has shown for his child. If earthly fatherhood has 
meant to the child what it should, prayer will be, therefore, 
talking to God as the child w^ould talk to his own lo\ing father, 
though reverence and awe should gradually develop. The 
great end and aim of prayer at first is to bring the child to 
find in God a Friend and Father to whom he as naturally turns 
as to his earthly father. This is to be brought about step by 
step and in a very natural way. 

As early as may be, possibly within the second or third year, 
the child should be taught to kneel at the bedside with the 
mother while she prays the little prayers that he understands. 
The attitude of kneeling induces a feeling of quietness and 
reverence and helps to form the habit of prayer. The first 
prayers should be simple and not more than a few^ sentences 
in length. If the prayers are too long, the child cannot give 
his attention and soon loses interest and only waits for the 
prayer to be over. The prayers should be formed about the 
child's closest interests and experiences. In this way, back 
of the act of praying will be the emotional impulse which be- 
longs to all true prayer and worship. 

In the first prayers, before the child can formulate prayers 
for himself, the mother or father voices for the little child the 
thoughts and desires which he feels but cannot yet express. 
The prayers may take such forms as these: 



TEACHING THE CHILD TO PRAY 53 

Dear God, our heavenly Father, I thank thee that 
thou dost love a little child like me. Watch over me 
while I sleep to-night. Keep rae safe in thy care. 
Amen. 

Dear God, our heavenly Father, I thank thee for 
mother and father [other members of the family in- 
cluded]. Keep me safe in thy care and watch over me 
while I sleep. Amen. 

As the child develops he comes to understand more and 
more about God, how he has given him mother and father, 
and how he has sent the flowers, the birds, the sunshine and 
other prized gifts. Perhaps the bedtime story has been about 
these things. The little simple prayer that mother makes 
while he kneels at her side expresses this thought: 

Dear God, I thank thee for the flowers and the birds 
and the sunshine, . and for my kitty. Keep me safe in 
thy care. Watch over me while I sleep. Amen. 

From the succession of the quiet bedtime talks and prayers, 
a religious feeling is gradually being developed and valuable 
seed is being sown. The mother teaches her child that prayer 
is talking to God in an earnest quiet way. She may express 
the longing of her own heart and at the same time impress her 
child by praying simply and spontaneously at his bedside that 
God may keep him and bless him and make him happy and 
good. 

Creating the Mood for Prayer 

A prayer to be spontaneous must come from the thoughts 
and desires of the child himself. As early as possible he should 
be led to express himself, for expression is the fundamental 
law of growth. At first the child will need help and suggestion. 
The mother may by questioning, or by speaking of some joy 
or gladness of the day, suggest thankfulness or awaken love 



54 THE MOTHER-TEACHER OF RELIGION 




INFANT SAMUEL. (Reynolds) 



TEACHING THE CHILD TO PRAY 55 

and appreciation and so prepare the mood for prayer. At 
just the right moment she asks, ''Do you not want to thank 
God for . . . (naming some experience or gift that has come 
to him)?" and the child readily begins to formulate his own 
prayer. 

"I not pway to-night," three-year-old Robert says to his 
mother, 'T don't want to pway." Mother does not seem shocked 
or say, "Why, Robert, I am surprised!" or "Don't you know 
it is naughty for you not to want to pray?" Instead, mother 
says quietly, "We had a good time in the park to-day, didn't 
we?" And Robert repKes without seeing his mother's purpose 
to lead him out of his little mood of mischief or rebelliousness, 
or, just being tired, "Yes, we did. I fed bunnies; 'itty birds 
came too. Go to park too-mah-wah, Muvver?" "Perhaps. 
What else did Bobbie see?" "Pitty flowers and big, big lake. 
Bobby takes boat too-mah-wah?" "Yes, if we go." The un- 
dressing is finished, and again mother says, "Don't you want 
to thank the heavenly Father for all the things that made 
you happy to-day?" Bobbie, now in a different mood, kneels 
and prays with mother, adding words of his own for the things 
that impressed him most. 

Many mothers teach their children the addition of the little 
formula at the close of the prayer: "God bless father, God bless 
mother," and so on through the list. Whatever comes to the 
child naturally and means much to him may be a part of his 
prayer. 

No more lively lad than George ever Hved. He was full 
of mischief, and kept father's and mother's ingenuity and 
patience taxed to the utmost, and yet withal he was generous 
and fine-spirited. George was taught by his parents to pray 
for the things that concerned him and to thank God for his 
pleasures. On one occasion there had been a heavy snow dur- 
ing the night. The mayor of the town had decreed that the 
hill on Fourth Avenue should be reserved for the coasters, 



56 THE MOTHER-TEACHER OF RELIGION 

that no traffic of any kind should trespass here. George had 
had two hours after school of great fun coasting. That night 
in his prayer, George thanked God that there was "one slick 
hill in Mount Vernon." The prayer came spontaneous and 
genuine from a warm heart full of boyish gratitude. Prayers 
of this sort lead to true spiritual growth and to a loving con- 
sciousness of the reality and goodness of God. 



What the Child Shall Pray About 

The child's prayer experience should develop as his other 
experiences broaden. As his interests come to include more 
persons, activities and objects, the thought of these will naturally 
be included in his prayers. As he learns that happiness can 
spring from lo\dng ser^dce to others; that pain and suffering 
come from disobedience, selfishness and bad temper; that he 
often sorrows over some naughtiness and sincerely wishes he 
had not done the wrong act — as he comes, in fact, to some 
understanding of right and wrong conduct, then he is ready to 
learn to pray the prayer for help and forgiveness. 

Wrong impressions of God often make it difficult for a child 
to pray this type of prayer. "God does not love you when you 
are naughty," said one unwdse mother to her small son. First 
of all, this is, of course, false teaching. God does love his chil- 
dren when they are "naughty" — loves them enough to send 
his Son to die for them. God does not love or cease to love 
in accordance with the conduct of his children. Added to the 
false idea lodged in the child's mind by the mother's foolish 
words was the difficulty created when he came to ask forgive- 
ness for being naughty. How could he pray for forgiveness 
to One who did not love him! The result of such teaching is 
that the child loses the tendency to pray and so drifts away 
from the near consciousness of God. 

As the child becomes capable of knowing when he has done 
wrong, he needs to learn the prayer for forgiveness. Patience 



TEACHING THE CHILD TO PRAY 57 

and sympathy must accompany whatever firmness may be 
necessary in dealing with the erring child. Petulance and hasty 
temper on the part of the parent, or ill-considered rebukes, 
all tend to make true repentance difficult. For the child to 
be forced to ask forgiveness of the mother or of God robs the 
act of all educative value. Teach, rather, the pain and hurt 
that come from the wrong act. Appeal to the inner fund of 
sympathy and good will in every child's heart. Then suggest 
the asking for forgiveness, and the response will usually come. 
And when it comes a real \dctory has been won, for not until 
one feels that he wants to be forgiven is he really ready to pray 
for forgiveness. 

Even when the child is grievously in the wrong he needs 
always to feel the unchanging quality of the mother's sympathy 
and understanding. Out of these impressions will gradually 
but inevitably grow the comprehension of God's greater sym- 
pathy and completer understanding and his readiness to re- 
ceive the erring but repentant child into his favor. 

Praying or "Saying Prayers" 

There is no question but that the habit of prayer should be 
established in childhood. This raises the question of whether 
the child should be made to pray when he does not feel like it; 
whether he should pray from a sense of duty. For habits come 
only from repeated acts, and every break in the performance 
of the act interferes with the habit. Yet, to pray from a sense 
of duty is a rather unsatisfactory process. To pray because 
he is told he "ought to say his prayers" will leave the small 
worshiper cold. You may remember that Pip, in Dickens' 
"Great Expectations," was forever being admonished by his 
sister, "Be grateful. Be grateful." The result was to choke 
the springs of gratitude in Pip's heart. It is a fruitless thing to 
compel a child to say a prayer; it is a dangerous thing to leave 
him with a prayer unsaid. We come back to the principle, 



58 THE MOTHER-TEACHER OF RELIGION 

therefore, that the child must be led to want to pray. The 
impulse which finds expression is present in all normal children 
and needs but to be freed by leading the mood to the point 
where expression in prayer is the easy and natural thing. 

While the child is taught to pray about everything that con- 
cerns him, and that God is ready to hear and answer his prayers, 
he must be led to see that his prayers are not always answered 
just as he would like. 

This lesson is not difficult for the child to grasp, for he some- 
times asks father or mother for things that are not given him. 
It is explained that father or mother has a good reason for not 
granting the request and the child understands and learns to 
be contented. It rained on the day of the picnic though Margaret 
had trustingly prayed the night before for a beautiful day. 
Now the picnic is spoiled and Margaret is disappointed. But 
mother has told her in their talks how the heavenly Father 
sends the rain to make the green things grow. The cattle are 
eating the green grass in the pasture, which would be brown 
and bare were it not for the rain. Farmer Brown is happy 
because it is making the wheat and corn grow. The people 
and the little children in the hot cities are glad because the 
rain has cooled off the air which had become hot and dry. 
So Margaret is led to reaHze that God's world is big and that 
many people are needing some things which Margaret does 
not know about. She concludes that the rain is making other 
people happy. "We will make the best of it," mother says, 
and Margaret is satisfied. 

Teaching the Child to Help Answer His Own Prayers 

Of the highest importance to the child is the lesson that we 
must always do our part in having our prayers answered. The 
Sunday school teacher gave her class this illustration: If you 
should put the little gift that you are making for mother 
away in the closet, and ask God to finish it for you it wouldn't 



TEACHING THE CHILD TO PRAY 59 

be done. We must do our part; mere asking for something 
is not real prayer. God will help us do what is our task to do, 
but he will not do our work for us. 

As the child grows older he often expresses some cherished 
desire or ambition, something he wants to do when he grows 
up. It was Harlan's great ambition to be a football player. 
Perhaps father had paved the way by giving the lad a foot- 
ball when he was a tiny chap. Mother had remonstrated as 
mothers will about football. But now and then in their talks 
at bedtime, mother and the laddie would talk about football, 
for mother felt she must be interested in it and care for it too 
if Laddie did. They would discuss the quahties of a football 
player and what he should be in everyday life. He must be 
honest, he must be brave, he must obey the rules of the game, 
he must help others in their play. Possibly the prayer they 
had together with the mother leading ran like this: ''Dear God, 
help us to be fair and square with our playmates. Help us 
to do our best. Help us to follow the Golden Rule. Amen." 
Later, this lad, grown to high school age attained his ambition 
and was a football player. Who can tell but it was the result 
of those bedtime talks and prayer that led him to post this 
motto on the wall of his room. 

"Play the game; 
Win if you can, 
Lose if you must, 
But be a man!" 

If from the first the child is taught to pray from his own 
thoughts and feelings, the prayer is sure to be spontaneous 
and natural. Supplementing these may be, if mothers desire, 
more formal prayers which are learned and made a part 
of the prayer-time expression. In teaching the formal 
prayer, its meaning should be made clear and its significance 
realized. 



6o THE MOTHER-TEACHER OF RELIGION 

Forms of Prayers to be Used 
It is doubtful whether the following form of the old prayer 
should ever be used: 

Now I lay me down to sleep, 

I pray thee, Lord, my soul to keep, 

If I should die before I wake, 

I pray thee. Lord, my soul to take. 

Most children either naturally fear death or are easily made 
to fear it by unintentional suggestions. It is the testimony 
of many that the Kne, "If I should die before I wake," proves 
a real barb in the tender sensibilities of childhood. First a dim 
feeling and later a more specific reaUzation of the fact is sug- 
gested by the sentiment that many die in their sleep or else 
we would not pray about it. One writer tells how, after say- 
ing this prayer, there usually followed the pathetic and spon- 
taneous little petition, "Heavenly Father, do not let me die 
in my sleep." 

A better form of this much used old prayer is the following: 

Now I lay me down to sleep, 
I pray, thee, Lord, thy child to keep. 
Thy care be with me all the night 
And keep me safe till morning light. 

While the bedtime hour with its freedom from hurry and its 
opportunities to review the day offers precious opportunities, 
the morning prayer should not be neglected. It is worth much 
to the child to start the day with thoughts of God and a prayer 
to him. If it is possible for mother or father to be with the 
child when he awakens, the talk may turn to the day ahead 
with its plans, its play and happiness. The birds singing out- 
side, the bright sunshine, the dancing leaves on the trees — 
whatever is beautiful and attractive to the child may be called 
to his attention to turn his mood toward gladness and good 
cheer. Then, a little prayer led by father or mother: 



TEACHING THE CHILD TO PRAY 6i 

Dear God, I thank thee for keeping me through 
the night. I thank thee for the beautiful day and the 
good time I will have. Help me to be good to-day. 
Amen. 

One child, whose mood had been prepared by a waking time 
conversation with his mother spontaneously prayed after this 
fashion : 

Dear God, heavenly Father, I am glad for this happy 
day. I am glad for the drive to the woods we are go- 
ing to have to-day. Thank you, God. Amen. 

Who will say that a simple prayer such as this, coming from 
a heart that means it, may not contain more of the true prayer 
spirit than many a longer prayer of finer diction might have ! 

Growth in Prayer 

As the child learns to express love and appreciation to God, 
they come to have a real part in his life. He learns that happi- 
ness springs from being unselfish and from doing Httle acts of 
service for others. He learns the difference between right and 
wrong. He wants to be loved and trusted and learns that he 
must express this love in being kind to others and in being 
honest in his little deahngs with brothers and sisters or father 
and mother. He has found out through experience that to 
be good and kind, to be unselfish and truthful, is not an easy 
matter. He learns by example and teaching that the great 
heavenly Father hears his prayer and helps him to be good 
and kind, loving and unselfish. He learns that he cannot over- 
come his little faults by himself alone. He learns that the great 
heart of the loving Father is ready to help him in his little trials 
— real, as they are to him — if he will do his part, asking God 
to help him, trying again and again to do his best. 

The effects of prayer in the life of the child are very deep- 



62 THE MOTHER-TEACHER OF RELIGION 

seated and vital. As he learns to express his desires and appre- 
ciations to God, religious feeling naturally grows and becomes 
an increasingly important factor in his Hfe. Through praying 
that he may be good and unselfish there comes a clearer realiza- 
tion of the meaning of good beha\ior and of doing kindly service 
for others. Through praying for forgiveness when he has done 
wrong his sense of right and wTong is made more clear and his 
conscience sharpened. Hence through his own prayers and 
the prayers of his parents the child comes to give God a very 
real and important place in his life. Without in the least know- 
ing it at the time the child in his prayers is setting before him- 
self the ideal into which his character should develop. 

Books for mothers: 

Training the Devotional Life, Weigle and Tw^eedy. Pub- 
hshed by George H. Doran Company, New York. 

The Meaning of Prayer, Harry Emerson Fosdick. Pub- 
Hshed by Association Press, New York. 



CHAPTER VII 

PRAYERS WHICH CHILDREN PRAY 

Spontaneous prayers which spring directly out of the child's 
immediate interests and experience are, as suggested in the 
preceding chapter, undoubtedly the best introduction to the 
beginning prayer life. There are many parents, however, who 
desire that their children shall learn and use set prayers of 
beautiful form and diction. While it is probably true that 
every person who has the habit of prayer at all prays many 
spontaneous prayers, yet the wide use of formal prayers by 
large bodies of worshipers indicates a deep-seated demand 
for the more formal and dignified prayer. 

The Use of Formal Prayers 

Some parents admit that they teach their children to use 
the formal prayers because they are less trouble. It is easy 
to "hear the child say his prayers" if the prayer consists only 
of the repetition of a set form — much easier than to take time 
to enter into such a spirit of comradeship with the child that 
a real and sympathetic participation in his prayer is possible. 
At most, the formal prayer should only supplement and not 
supplant spontaneous prayers by parent and child. 

Wherever formal prayers are used there is danger that they 
shall become mere mechanical repetition of words. Once the 
words have become thoroughly familiar it is possible for the 
child to say them off thoughtlessly — perhaps even hurrying 
through to have done with it and get to bed — in such a way 
that no real feeUng or meaning accompanies the process. The 
great problem with this form of prayer is to insure the true 
prayer mood. This can be done by the mother repeating the 
prayer with the child, slowly and reverently and with depth of 



64 THE :\IOTHER-TEACHER OF RELIGION 

meaning. Occasionally there can be a talk together in which the 
child's thought shall be led up to such matters as the prayer deals 
with. The point is that the formal prayer as weU as the sponta- 
neous prayer must he a true expression of living thought and feeling. 
Children delight in rhythm and in the repetition of sounds 
such as that of rimed words. Hence many of their prayers 
have been written in verse. 

Prayers for Evening Use 

The following evening prayers are among those that have 
been very generally used: 

There's nothing in the world to fear, 
For God is love and God is near; 
I am God's Kttle child and he 
Will keep me safe as safe can be 

In work and play 

By night by day.^ 

My Father, hear my prayer 

Before I go to rest; 
It is thy Httle child 

That cometh to be blest. 

Lord, help me every day 

To love thee more and more; 
And try to do thy mil 

Much better than before. 

Now look upon me, Lord, 

Ere I He down to rest; 
It is thy little child 

That cometh to be blest. Amen.^ 



1 Reprinted by special permission of John Martin's Book, The Child's 
Magazine. 

- From At Alother's Knee, by Ozora S. Davis. Published by The Abing- 
don Press. 



PRAYERS WHICH CHILDREN PRAY 65 

Now I lay me down to sleep, 
I pray thee, Lord, me safe to keep; 
And when the morning comes again 
Please help me to be good. Amen.^ 



Now I lay me down to sleep, 
I pray thee. Lord, thy child to keep; 
Thy love be with me all the night 
And keep me safe till morning Kght.^ 

If in my work or in my play 

I have done any wrong to-day. 

Forgive me ere I sleep I pray. 

O keep me safe in sleep this night 

And let me wake at morning Kght 

To love thee more, and so do right. Amen.^ 

Morning Prayers 
More evening prayers than morning prayers have been written 
for children, possibly because of the child's natural timidity 
and fear of the dark with the consequent tendency to pray for 
care and protection through the night. The following are 
typical of morning prayers: 

For this new morning with its light. 
For rest and shelter of the night, 
For health and food, for home and friends, 
For everything thy goodness sends 
We thank thee, heavenly Father.'^ 



1 From Childhood and Character, by Hugh Hartshorne. The Pilgrim 
Press, Boston. 

2 From Prayers for the Home and Sunday School, by Frederica Beard. 
Used by permission of George H. Doran Company, New York. 

3 Ibid. 

^ From At Mother's Knee, by Ozora S. Davis. Published by The Abing- 
don Press, New York. 



66 THE MOTHER-TEACHER OF RELIGION 

Jesus keep me safe to-day 
In my work and in my play. 
I will try to do and say 
Only what is right. ^ 

Father help me through this day 
In my work and in my play 
Both to love and to obey. Amen.^ 

Jesus Friend of little children 

Be this day a friend to me. 

Take my hand and surely keep me 

Near and dear and close to thee. Amen.^ 

Lord bless thy Httle child to-day, 
Make me good and kind, I pray.^ 

Grace at Meals 

Prayers at meal time, "asking a blessing," or "grace before 
meat" is an old and beautiful custom. The child should have 
a part in this, a good plan being for the family to take turns. 
A formal grace may be said, though the child should feel free 
spontaneously to express his gratitude for any food which he 
especially likes. Annette illustrated this principle when she 
added to her customary grace, "And I am real glad we are 
going to have chocolate ice cream for dessert." 

Such prayers as these may be used for grace said at meals: 

Thanks to our Father we wiU bring 

For he gives us everything. 

— Robert Louis Stevenson. 



1 From At Mother's Knee, by Ozora S. Davis. Published by the Abing- 
don Press, New York. 

2 From Children's Devotions, b}' Gerrit Verkuyl. By courtesy of West- 
minster Press, Philadelphia. 

3 Ibid. 

^ From Prayers for Home and Sunday School, by Frederica Beard. Pub- 
lished by George H. Doran Company, New York. 



PRAYERS WHICH CHHJJREN PRAY 



fiy 










It is very nice to think 

The world is lull of meat and drink 
With Httle children saying grace 

In every Christian kind of place. 

— Robert Louis Stevenson. 



68 THE MOTHER-TEACHER OF RELIGION 

Dear heavenly Father, we thank thee for these blessings. 
Amen. 

Heavenly Father, bless this food 
To thy glory and our good. Amen.^, 

God is great and God is good, 
And we thank him for this food, 
By his hand must all be fed. 
Give us, Lord, our daily bread.^ 

Dear Father, bless the food we take 
And bless us all for Jesus' sake. Amen.^ 

Dear Lord, we thank thee for thy care, 
The food we eat, the clothes we wear; 
Be present with us everywhere. Amen.^ 

Prayers That are Sung 
The song prayer has the advantage of adding the softening 
and devotional effect of music to the words of the prayer. When 
the song prayer is used it should be kept truly a prayer, reverent 
and full of meaning. 

1 From Children's Devotions, by Gerrit Verkuyl. Published by permis- 
sion of the Westminster Press, Philadelphia 

2 From At Mother's Knee, by Ozora S. Davis. Published by The Abing- 
don Press, New York. 

3 From Children's Devotions, by Gerrit Verkuyl. Published by permis- 
sion of the Westminster Press, Philadelphia. * Ibid. 

Now I Wake 

New England Primer (Adapted) From Schumann 



PRAYERS WHICH CHILDREN PRAY 



69 







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I will lift my eyes and pray: Keep me, Fa-ther, through the day. 




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From Songs for the Little Child. Copyright, 192 1, by Clara Belle Baker. 

A Grace at Table 

Reverently Words and Music by Edith Lovell Thomas 



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70 THE MOTHER-TEACHER OF REEIGION 

Evening Song 



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1. Now the dark shad - ows fall; Now the eve - ning birds call; 

2. In my wee bed I lie While the moon climbs the sky. 



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I hear the night breeze Rus - tie soft through the trees. 
I pray you to keep, Dear Lord, close while I 



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From Songs for the Little Child. Copyright, 1921, by Clara Belle Baker. 



CHAPTER VIII 
THE ATMOSPHERE OF THE HOME 

Whatever other influences may come to bear upon the 
child, however much instruction he may receive from the 
church and the Sunday school, no one of these nor all of them 
together can take the place of the home in grounding him in 
religion. Religion should be caught before it can be taught. 

In disposition, in speech, in manners the child is a product 
of the home environment. The quahties he reveals in these 
things are a perfect mirror of the examples set and the instruc- 
tion given at the fireside, at the table, and in the family circle. 
Without in the least knowing it or intending to be so the child 
is a living proclamation to the world of the cultural, the mora], 
and the religious atmosphere he breathes in his home. For 
he learns these things by unconscious imitation; he absorbs 
them, appropriating the good and the bad alike, and building 
them into his character long before he is old enough to know 
what is happening. 

Like Home Like Child 

For the young child, especially, the home is his world. He 
takes on its temper and tone. He adapts its attitudes and 
ideals. Its standards and practices become his guides. All 
this is inevitable, for this is the only way the child, at the be- 
ginning of his career, has to learn. ' It is doubly true for religion, 
which is so essentially a part of the very life. And even at 
this early age, as we saw in an earlier chapter, the foundations 
of character and personaUty are being laid and the most last- 
ing impressions being made. 

If the child is to be started right in his religious develop- 
ment, then, the atmosphere of the home must be reHgious. 

71 



72 THE MOTHER-TEACHER OF RELIGION 

But what does it mean to have the atmosphere of the home 
religious? Certainly not that we shal] talk reHgion, teach 
rehgion, and preach religion all the time. It means, rather, 
that we shall live the joy, the peace, the good nature, the love 
and the helpfulness which characterized the Christ life; that 
we shall show forth his spirit of kindness, forbearance, and 
unselfishness. It means that we must govern temper and 
tongue and mood, restraining the sharp word, quieting the 
irritated voice, softening the harsh manner. It means, m 
short, that all members of the home shall live as constantly 
as may be in the presence of the best — the best in thought, 
in word and in action. 

And with aU this it means that our own rehgious conscious- 
ness must be definite, vital, and warm; for this quaHty will 
shine from the face, be reflected in the manner, express itself 
in a hundred ways that cannot be explained and are all the 
more effective for this very reason. How many thousands 
of men there are who testify that the most potent spiritual 
influence that has come into their lives was that of a devoted 
mother who had herself learned the secret of the Way! 

This principle works both ways. Speaking of personality, 
Dr. Crane says: ^'A mother wonders w^hy her child is selfish 
when her precepts and advice have always been so good. The 
answer is that our children are molded by what we are, and 
not by the sound of what we say. When you live with a per- 
son, child or otherwise, your words go in time for a little. Your 
flavor outpreaches them constantly. Deeds and words are 
controlled by your will. But flavor is you. It is your soul 
flavor that always has the last word in the sum total of your 
influence." 

Perhaps we may say that the religious quality of the home 
has made one of its chief contributions to the child when it 
has impressed upon him that religion is not chiefly a system of 
restraints, but a way of joyous living. Some one has said that 



THE ATMOSPHERE OE THE HOME 73 

"religion should be more genial." Jesus came that we might 
have more abundant life. When we as parents have ourselves 
learned this great truth, when we have come to realize that 
religion is Hke a great bank with unlimited capital upon which 
we may draw for all the finest things we can express in our 
daily living, then we shall be more fully equipped to provide 
the spiritual atmosphere which the child should find in his home. 

Keeping the Bond Unbroken 

The Master said, "Except ye become as Httle children ye 
shall in no wise enter the kingdom of heaven." The best way 
for a child to find God is never to have known a moment of 
separation from him. This is the ideal way, and it is possi- 
ble for all children who are rightly led and taught. Many 
adult Christians cannot tell the story of their "conversion." 
As far back as they can remember they were surrounded by 
religious influences; they were early taught to love God and to 
follow Jesus. Their spiritual development has been one of 
gradual unfoldment, with no necessity for reclamation from a 
life of spiritual indifference or hostility to one of union with 
God; the bond which existed at the beginning between the 
heavenly Father and his child has never been broken. 

This point of view is thoroughly recognized by most religious 
leaders of the day. Vv^e no longer accept the cruel and somber 
point of view taught in the older theologies that the child is 
born totally depraved, bearing a load of sin charged against 
him because of Adam's fall. Most Protestant churches teach 
that the child is at the beginning God's child; that it comes 
into the world sinless, pure of heart, with Hfe undeliled. All 
the child needs, therefore, is to be led aright until old enough 
to follow the right path of his own accord. If this leading is 
wise and the child's response ready, there will be no falling 
away. This does not mean that the child will never do wrong 
or, when old enough to be accountable, will never commit sin. 



74 THE MOTHER-TEACHER OF RELIGION 

It means, rather, that the whole attitude of niind, the complete 
bent of the hfe, will be rehgious. It means that the one who 
was at the beginning God's child need never cease to be such, 
that conseroation instead of conversion wTQ be the great end of 
the religious training of the child. It suggests that rehgious 
education instead of reclamation must be the program of both 
the church and the home. 

Yet what a proportion of the energ}' of the church must to- 
day be given to the w^ork of reclaiming those who should never 
have been allowed to go astray! EvangeKstic campaigns, preach- 
ing, "personal work," Salvation Army programs, and many 
other agencies are organized for reclaiming to a rehgious life 
those who ought not to have departed from it. Probably more 
than hah of our rehgious effort is expended in bringing adults 
back to the rehgious status they occupied as children. \\Tiat 
a tragic waste of energy! — and then those who never return! 

Worship ix the Home 

Great possibiHties, often but httle utihzed, exist in the family 
altar, the worship together of father, mother, and children. 
This period successfully carried out in the morning tends to 
give tone and quahty to the day. 

Not always, however, is the family worship hour weU planned, 
at least for the children. Indeed, there is reason to beheve 
that in most cases it is planned, not for the children, who most 
need it, but for the adult members of the family. The prayers 
are sometimes long and unrelated to the understanding of 
childhood. The Bible passages are not always selected \\'ith 
cliildren in mind. Singing, in which the children would de- 
light to participate, is not always made a part of the exercise. 
The children themselves, always most interested in and re- 
sponsive to what they have an active part in carrying out, 
are commonly given no part except that of hsteners. 

One young father, who is tr}dng to make the family-worship 



THE ATMOSPHERE OF THE HOME 75 

hour mean something to his children, thus tells of a negative 
lesson he learned on such matters when, as a boy, he occa- 
sionally visited in the home of a pious uncle: "The day was 
one long delight, once the family prayers were done. But the 
dreadful half hour (it seemed an eternity!) after breakfast was 
looked forward to with groanings and back upon with utter 
thankfulness — that it was over. My uncle read a long chap- 
ter — wholly unintelligible to me, it was — in the Great Book. 
Then came the shuffling of our kneeling; the small jockeyings 
for position to find a comfortable place, or to get next to a 
favorite playmate. The long prayer began; it always began 
in the same way; it ran on and on; it told the Lord that we 
were all miserable sinners, worms in the dust, unworthy his 
mercy; it recounted and lamented the manifold wickedness of 
the day; it sought divine guidance for the whole list of those 
in authority as rulers over us; it — but why go on? It con- 
tained little or nothing that appealed to or interested any one 
of the eight active boys and girls whose patience and sense of 
reverence usually proved unequal to the ten- or fifteen-minute 
ordeal, and whose sly pranks often began soon after the prayer 
had got well under way." 

So Httle did this pious head of his family understand child 
nature and child religion that it never occurred to him that 
the worship he conducted was not to the children worship. 
He seemed to think that he had abundantly fulfilled his obliga- 
tions to them spiritually when he had compelled them to at- 
tend family worship each morning and occasionally reprimanded 
or punished some culprit detected in a misdemeanor or slacken- 
ing of attention during the exercise. A natural result from such 
ill-conceived programs as these carried on in the name of wor- 
ship is to turn children against religion as wrongly interpreted 
to them in such a procedure. 

"1 well recall," writes a woman who now has children of her 
own, "how when I was a little child my thoughts used to wander 



76 THE MOTHER-TEACHER OF RELIGION 

while father in his extended prayer remembered the heathen, 
the Jews, the missionaries in the dark places (that really sounded 
interesting!), and a long list of other personages and interests 
which my memory does not recall in detail. The wording 
was always the same, and we children came to know by the 
stage reached just how long it would be to the end. One thing 
in the prayer puzzled me much until I had grown older. Then 
I knew that father meant us children when he asked God that 
his 'house' might be kept safe from the heinous powers of 
darkness and free from the ravening wolves of sin in an evil 
and corrupt world." 

Bringing the Child into the Worship Program 

In a family where there are children the worship hour should 
be planned principally for them. It should be brief. To be 
effective there must be a vital point of contact with each young 
life. The Bible reading should be short; the passage will not 
always be fully within the child's comprehension, but it should 
have beauty, majesty, simpHcity. Instead of the Bible read- 
ings father or mother should now and then (with open Bible 
before them) tell a beautiful Bible story in language the child 
can understand. The prayer should not be long. It should 
frequently mention each child by name and ask for God's 
blessing upon him. 

The kindergarten teacher was telling the story of "The 
Angelus" from the picture: how the father and the mother 
were working out in the field when they heard the ringing of 
a bell, which meant that it was time for prayer. Father and 
mother stopped their work, and bowed their heads to pray. 
They prayed that God would care for the children at home 
while they were away from them. Eagerly, yet reverently 
Harold lifted up his hand at this place in the story and said, 
"Miss Baker, Miss Baker, my father prays for Florence and 
me every morning." Who can measure the influence of his 



THE ATMOSPHERE OF THE HOME 77 

father's prayers on this child in his later years! Not all the 
prayer in the morning devotions need be about the children, 
but the whole prayer should be simple, reverent, full of devo- 
tion and meaning. 

The children themselves should have part in the devotions 
as soon as they are old enough to be taught how. Children 
love to sing, and the hymns and songs suited to their capacity 
should be used at least a part of the time. The child may 
tell a Bible story, or when old enough read a few verses from 
the Bible. He may say the prayer. Once the principle is 
adopted that the family worship should, wherever there are 
children, first of all take into account the needs of childhood, 
there will then be Httle trouble to give the children parts suited 
to them in the exercises from day to day. 

The Father's Influence 

Though for the younger children at least the mother will 
naturally be the most immediate influence upon the child and 
will have most to do in creating the atmosphere of the home, 
the father^s part is of supreme importance at certain points. 
Unconsciously the children learn lessons of courtesy and chivalry 
from the attitude of the father toward the mother, the little 
attentions he pays her and the oppor turn* ties he takes of help- 
ing her. Many a son has had his sense of responsibihty quick- 
ened by his father's, "I must be away from home for a few days, 
son, and you must take father's place and take care of mother." 

While there are ties of peculiar strength and tenderness 
between the father and daughter, it is perhaps to the son that 
the father should mean most in the home. The son will love 
his mother, if not better, at least in a different way from his 
father. Yet he needs his father's comradeship; there should 
be walks and talks together when they two are alone; play- 
times of romping good fellowship; sober conversations as ''man 
to man." The father should become the boy's ideal of man- 



78 THE J^IOTHER-TEACHER OF RELIGION 

hood, the one in whom he most fully belieA^es and whom he 
most admires. There should be increasing chumship and 
friendship, such that the lad will naturally and as a matter 
of course come to his father w^ith his problems, sure that they 
will have a sympathetic hearing; and such that when he has 
done wrong he will tell father about it confident that, while 
father will not approve, he will understand and counsel wisely. 
Why is it that so many children are afraid to talk to their 
fathers? 

The father's part in the home has been aptly expressed by 
one father in these words: 

"To the nation and the future world good fatherhood means 
everything. It means that men shall henceforth think not 
merely in terms of 'big business' but of better human lives, 
that they shall strive not only to bequeath wealth to their 
children after death, but shall devote their lives to giving their 
children a treasure of sympathy, love, and guidance. 

"Therefore I would say to every father, 'Know your boy. 
Begin to-day to play with him, hike with him, discuss with 
him, camp out with him if you possibly can. He needs you, 
and you certainly need him. Don't let his mother have all 
the responsibility and all the joy of parenthood — get some 
of that joy yourself. For your boy's sake, for your own sake, 
for your country's sake, join the Ancient and Honorable Order 
of Fatherhood!''"! 

This is not to be all on the one side, however. The children 
should be taught the little acts of kindness, service, and def- 
erence due father and mother in the home. To watch for 
opportunities to run on errands for them, to look out for their 
comfort, to give them the best chair or the best place by the 
reading lamp — such commonplace deeds as these are the founda- 



^ Charles F. Powleson, general secretary National Child Welfare Associa- 
tion, in article published by The National Kindergarten Association, New 
York. 



THE ATMOSPHERE OF THE HOME 79 

tions for true kindness and courtesy. One evening mother, 
sitting with Dorothy and Robert before the fireplace, told the 
story ^'Helping Father." The meaning of it was not lost. 
^'I bring daddy's slippers every single night," asserted Dorothy. 
''And I always fix his chair for him," claimed Robert. Two 
characters will be the richer for this spirit of loving service; 
perhaps the world will some time be richer because of the service 
rendered by two persons who in childhood learned that it is 
more blessed to give than receive. 

Good Fellowship and Courtesy 

The meal time should be one of the happiest times of the 
whole day. While reasonable quiet and good conduct should, 
of course, prevail, the spirit of good fellowship and good cheer 
should characterize the occasion. This is not the time for 
fault-finding or correcting misdemeanors. It is in a sense 
unfair to take advantage of the forced assembly of the family 
together to reprimand, rebuke, or scold those who have erred. 
The meal time conversation should, at least a part of the time, 
be upon such topics as will interest and instruct the children. 
Not only the happenings of the neighborhood and playground, 
but also as children grow older, the happenings of the great 
world outside should be noted and commented upon in such 
a way as to broaden the interest in people and events and 
to create an ever increasing sympathy for humanity. 

The relations of the home afford time and place for teach- 
ing the graces of politeness and courtesy. It is easy for those 
who are daily associated with each other to omit the smaller 
courtesies which characterize our relations with strangers or 
acquaintances. It means much to the children if the practice 
of the family is always to say a cordial "Good night" and a 
cheery ''Good morning" to each other; if mother is seated at 
the table by father, and sister by father or brother; if small 
maidens are taught to courtesy and lads to shake hands and 



8o THE MOTHER-TEACHER OF RELIGION 

bow to visitors in the home. All such graces of kindly manner 
are built into the fundamentals of character, and tact and 
courtesy learned in this way are but a natural expression of 
kindness and good will in later life. 

Ownership, Money, Spending 
Early in his life the child should be taught something of 
the value of money. In many families the plan is to have a 
talk together when all members of the family are present about 
the family finances. Father explains to the children in a way 
they can understand something about the income and expendi- 
tures. It is his opportunity to set forth the values of worth- 
while saving, of spending judicially, of giving in the right spirit. 
Possibly the best practical way to impart this knowledge is 
to give the child a weekly allowance. He should be advised 
about his spending it. From this allowance should come his 
contribution to Sunday school and other worthy causes; he 
should be taught to put some fraction of it into his ''bank" 
or in a savings account. When the child becomes of school age 
he may be given lessons in thrift by having the allowance in- 
creased to include the buying of some article of clothing, for 
instance, that of shoes. From time to time this allowance 
may be increased to include the buying of other articles of 
clothing, as well as in the giving to worthy causes, for his good 
times and for his savings account. There are attractive account 
books which may be had giving the various items in spending. 
It is a fine training for a child to form the habit of nightly 
"keeping books." It trains to doing business in a businesslike 
way which is so important to all of us. 

Books for mothers: 

Religious Education in the Family, Henry Frederick Cope. 
Published by The University of Chicago Press, Chicago. 

Fathers and Mothers, G. H. Betts. The Bobbs-Merrill Com- 
pany, Indianapolis. 



CHAPTER IX 
THE PLAY-MOTHER 

There is a great difference between being the parents of 
our children and being parents to them. Physical parenthood 
we share in common with all creation; spiritual parenthood 
belongs only to those who have learned the secret of comrade- 
ship with their children. 

Play is one of the best avenues to comradeship with child- 
hood. The mother who would be the best teacher for her child 
must first and always be a good playfellow. She must under- 
stand the importance of play and what it means to the young 
life, so that she will never look upon play as an inconvenient 
impulse of the young which must be put up with until they 
are old enough to know better. She must realize that play 
makes possible the closest sympathy and understanding with 
her child, and that this relationship opens up the way for the 
teaching of the precious lessons she would have the child learn 
about the things of the spirit. 

The Comradeship of Play 

It is not enough that playthings be heaped on the child. 
Many children who are bountifully supplied with the material 
equipment for play and have all the heart could wish in the way 
of physical surroundings still lack that which is infinitely more 
important — the close companionship and chumship of parents. 
Many a father provides abundance of food and fine clothing, 
with all manner of means for enjoyment and then fails to give 
himself with his gifts, wondering in the end why his boy lacks 
appreciation and does not turn out well. The material side of 
parenthood is not to be depreciated, but it is, after all, the 

8i 



82 THE MOTHER-TEACHER OF RELIGION 

spiritual side, the comrade side, that counts for most in the 
training of children. It is an immeasurable tragedy when the 
parents are too busy (or selfish?) to play with their children. 

To the child play is social fellowship; it is comradeship. We 
may feed and clothe him and take the best possible care of 
him when he is ill; but he takes these things for granted. What 
are parents for but to do these things? It is what we enjoy 
with our child that has the greatest influence upon him. To 
play with him brings us genuinely, whole-heartedly into the 
closest relationship with him. In play we show that we care 
for the things he cares for, we make him feel that we are of 
his spirit and kind and therefore an important part of his world 
of affection and interest. Not, of course, that the child ever 
thinks about it in these terms, but the impression is nevertheless 
definite and positive, as proved by his ready response to the 
parent-playfellow. 

Nor is play less important in its influence on the mother 
than on her child. It is the mother's pathway of approach. 
It gives her a sympathetic insight into child nature. Through 
play the mother lives in the child's world, keeps herself young 
in spirit and is capable of seeing things from the child's view- 
point; she is able to understand that to the young, play is the 
only really important thing in life. 

Two small girls were having a very animated discussion 
over the merits of their respective mothers. Mary Louise 
clinched her side of the argument finally by saying, "Well, 
my mother is the best play-mother, anyway!" And Katherine 
answered, lamely, "My mother is too busy ever to play." Which 
is rather a sad commentary on the business of being a mother. 

The Child Must Play 

Play is imperative for the child. Not only does nature make 
it impossible for the child to do other than to desire to play, 
but play is necessary to all normal development. Play means 



THE PLAY-MOTHER 



83 



happiness, and no child can grow up as he should without a 
large measure of happiness in his youthful experience. Child- 




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PLAYING BALL WITH DADDY 



hood and happiness are two w^ords that should be indissolubly 
linked together, and play is the connecting link between them. 



'^v 



84 THE MOTHER-TEACHER OF RELIGION 

Says Karl Groos: 'Terhaps the very existence of youth is due 
in part to the necessity for play; the animal does not play 
because he is young, but he is young because he must play." 

Another writer says: 'Tlay is a constant factor in all grades 
of animal life. The swarming insects, the playful kitten, the 
frisking lambs, the racing colt, the darting swallows, the mad- 
dening aggregation of blackbirds — these are but illustrations 
of the common impulse of all the animal world to play. Wher- 
ever freedom and happiness reside, there play is found; wher- 
ever play is lacking, there the curse has fallen and sadness and 
oppression reign. Play is the natural role in the paradise of 
youth; it is childhood's chief occupation. To toil without 
play, places man on a level with the beasts of burden." 

Healthy physical development depends on play. The muscles 
need exercise; the brain cells need practice in coordinating 
movements to effect harmony of bodily action; every organ 
and tissue requires physical activity in order to healthy growth 
and normal functioning. The child may be climbing up and 
dowh his play ladder all for fun, but nature knew what she 
was about when she gave him the impulse to climb. 

Not less so in the mental and moral realms. Play requires 
alertness; it trains attention and stimulates the imagination; 
it trains to patience and persistence; it accustoms the child 
to the glow of victory and the lesson of defeat; it develops 
consideration for others and teaches adjustment to rules and 
obedience; it presents the demand for fair play, generosity, 
helpfulness. It occupies the mind and hands with innocent, 
stimulating activity, encourages good nature, and builds for 
cheerful disposition and character. 

Play to be Governed by the Needs of the Child 

The mother is the child's first playfellow. The child must 
not, however, be made a plaything. Adults often play with 
children for their own amusement, not for the happiness and 



THE PLAY-MOTHER 85 

satisfaction of the child. Much of the tickling, the bouncing, 
the unnecessary handling and jouncing imposed on young 
children is not play for them, but hardship and sometimes 
torture. Says the Mothercraft Manual: ''The adult very often 
desires to amuse children not primarily for their benefit but 
for his own pleasure in watching them with their toys and 
participating with them; he or she needs a training in self- 
control and a deeper understanding of child nature that he 
may come to find as keen satisfaction in standing aside and 
watching the child's self -development, bringing forward his 
own personality only where it will be of educational or of social 
value." 

The principle is, then, clear : Play with the child is primarily 
for the benefit of the child. The mother, permeated with the 
play spirit, helps the child develop under her wise direction 
through every avenue of his new being. She remembers that 
it is not her own activity that develops the child, but the re- 
sponse of the child to his playthings or to his -playfellow. 

In order that the young child shall learn to lift up his head, 
to use his arms, to walk — in short, to do the thousand and one 
things that will make him an independent piece of human 
mechanism, he must begin early to develop himself. He does 
so through the bodily movements of kicking, stretching, grasp- 
ing, and the like. If left to himself, he will perform these func- 
tions without instruction. Yet the wise mother can do much 
to aid the child in his development by the simple little play 
exercises that have been prepared for this purpose. Froebel 
first put these exercises into the form of play, with their quaint 
rhythm and simple rimes. Since his time a number of educators 
have modernized and adapted them for child training. Through 
such exercises the child gets development as well as pleasure. 

For example, it is quite an achievement when in the play, 
''Here's a Ball for Baby," the child is able to control the move- 
ment of his arms and bring his fists together right. Even in 



86 THE ^lOTHER-TEACHER OF RELIGION 

so simple a play as 'Tatty- Cake'' there is going on along with 
the enjoyment of it very effective training of the motor mechan- 
ism of brain, arms, and hands. In different linger plays the 
child exercises the fingers of his left hand as well as his right 
and so does not leave this important member without training. 
The singing of the little rimes with the plays adds to their 
pleasure and tends to cultivate the child's innate sense of rhythm. 
The Mother Goose rimes and other simple melodies afford an 
outlet for the early musical sense. Best of all, these little 
games and plays bring out the fun spirit of the child and keep 
him and the fun-maker in close and sympathetic touch with 
each other. 

Playthings and Their Use 

As soon as the baby is old enough to notice and grasp them 
he should have simple playthings — a hard-rubber rattle, a 
rubber ring that can be grasped on opposite sides by the two 
hands, a spoon with which to pound, and so on. 

It is best not to give the baby too many playthings at one 
time, or those of too much variety. He becomes bewildered 
and turns from one thing to another, not satisfied with any 
one thing very long at a time. In time he forms the mental 
trait of expecting too much from his surroundings or from 
those around him. Anyone who has watched a child do the 
same thing over and over with a few simple articles under- 
stands and realizes the value to the child. Given a pan of 
bran, a spoon, and a wide-mouthed bottle, two-year-old Marjorie 
fills and empties the jar a dozen times before the interest wanes. 
Three-year-old Bruce builds houses and towers only to knock 
them over and build them up again and again. 

The mother should be alert, and when she notices that the 
child has become tired of one set of playthings remove them and 
give him a complete change. This method is much better 
than having a great many things around him at one time. 



THE PLAY-MOTHER 87 

An illustration of the effect of too many playthings is given by 
a kindergarten teacher: With the multiplicity of toys which 
Marion's parents and grandparents had heaped upon her she 
became a very disturbing element in the kindergarten. She 
would come to school carrying all sorts of playthings, a doll, 
a teddy bear, an elephant in her arms and pockets. Not only 
were the playthings a distraction to the others, but the great- 
est difficulty came with herself — her inability to concentrate 
in the play activity with the class, although the playthings 
had been removed from sight. Her mind had become accus- 
tomed to flitting; she had been amused too much. With a 
few playthings the child learns the fine art of resourcefulness, 
one of the greatest products of play and an important element 
in character. 

Sympathy Toward the Child's Activity 

As the baby passes over into childhood activity is the watch- 
word of his development. He must be doing something every 
moment, not so much to accomplish any particular ends as 
just to be doing. Adults are wearied at the mere contempla- 
tion of his ceaseless activity. 

The young, mind is as active as the body. Imitation is at 
its height. Curiosity is keen, and question after question comes 
pouring from the babbling tongue in a perfect torrent. At 
this stage perhaps almost more than any other the child may 
strain the nerves of careworn or thoughtless mothers. Yet 
it is the wise mother who, understanding the laws of the child's 
being, patiently answers his questions as best she can! It was 
George William's first ride on the elevated train in the hour's 
ride to the city. "What for are we up so high, mother?" "Where 
is the engine for the cars?" "Who makes the cars go?" "Can 
I see him make the cars go?" and so on for block after block 
and stop after stop. All was new to the eager eyes and all 
stimulating to the alert mind. At the end of the hour the 



88 THE MOTHER-TEACHER OF RELIGION 

mother's face still wore its accustomed smile as she said, 
quietly, "We are in the city now, Laddie, mth more things 
to see." 

A woman sitting near stepped up to my friend and said, 
"I cannot keep from telling you how much I admired you for 
the beautiful and painstaking way you answered your child's 
questions without the least trace of impatience." 

"That is the only way for the lad to find out about some 
things, and I wish him to come to me or his father with all of 
his questions," the mother rephed. 

Happy lad, with so understanding a mother! 

Children sometimes break their playthings; they pull them 
to pieces; they take them apart; they smash them. The child 
needs to learn to save, to protect, and to care for what is his. 
Yet we must remember that most of what looks to be sheer 
destruction is really but obedience to curiosity demanding 
to know how things are made, how they are put together, what 
makes the wheels go round, and so on. Edna Dean had been 
given a httle music box for a Christmas present. She played 
the tunes again and again. It captivated her. What made 
the music? Why should the turning of the handle bring about 
such beautiful sounds? The spirit of investigation took hold 
of her and with eagerness she pried off the tin cover. At this 
moment father appeared on the scene, and without question- 
ing the cause for such destructiveness he punished the child 
rather severely. Sobbingly she told him her reasons. . . . The 
father realized he had made a mistake and was big and generous 
enough to ask his child's pardon. And in the talk that fol- 
lowed little Edna Dean was made to feel that she might come 
to father with all her questions and with all the things that 
puzzled her and father would answer her the best he could. 
This hour of confidence made a lasting impression upon the 
child, and the comradeship between them was always beau- 
tiful to see. 



THE PLAY-MOTHER 89 

Father Joins the Game 

One remedy for the spirit of destruction is to give the child 
simple toys that have strong powers of resistance. Another, 
and a better one, is to satisfy the spirit of curiosity and of con- 
struction at the same time by helping the child make things. 
At first father makes the little toy while baby watches; later 
the child himself wants a part in the making, and then it is 
father's task to help him, but leaving to the child the joy of 
creating the thing his mind has pictured. The truly under- 
standing father will see that his young son has a small hammer, 
some nails of suitable size, soft blocks of wood, and whatever 
else is necessary to make the boats, kites, engines, etc., which 
are dear to childish hearts. 

Toys of simple sort and home made toys are far preferable 
to the over-finished pieces of mechanism mistakenly provided 
in many of the shops. The too-elaborate mechanical toy leaves 
no room for the child's imagination and the spirit of make- 
believe. Everything is so complete that nothing is left for the 
fancy to play upon. The vivid-minded youngster can make 
a perfectly wonderful train of cars out of a row of blocks or a 
string of chairs run together. He himself sitting at the head 
of the train choo-chooing and hissing is the most wonderful 
engine that could be provided. 

The Play Spirit in Government of Children 

The play spirit can do much to simplify government in the 
home. True, children must learn to obey, but often the ques- 
tion of obedience need not come up nor a clash of wills be brought 
about. Timothy does not like to go to bed; in fact, he fairly 
hates the thought of it. He is always offering one pretext or 
another for staying up just a Uttle bit longer. Father says 
to the lad, 'T can beat Tim upstairs," and he starts. But 
Timothy darts in ahead and is first at the top. After all, a 



go THE iMOTHER-TEACHER OF RELIGION 

boy doesn't so much niind going to bed if he can only beat his 
father in doing it and have a good time about it instead of 
being scolded and senU In another home father or mother 




A HO^IE-.MADE SLIDE IS A GOOD LWESTMEXT 

remarks, "Time to cHmb the wooden hill/' and a two- or three- 
minute game is played and the children go to bed happy and 

satished. 



THE PLAY-MOTHER 91 

It cannot be denied that some time is required to plan and 
carry out play comradeship in the home, yet there is recom- 
pense. Mrs. H. is the mother of four small children besides 
being substitute mother for several children of the neighbor- 
hood who are motherless a great part of the time during the 
''bridge" season. It had rained every day for a week and the 
joint resourcefulness of mother and children had become nearly 
exhausted. One afternoon mother said, "Children, let's have 
a tea party and play we are grown up folks." In the preparation 
and the play most of the afternoon was consumed. Several 
neighbors' children as well as her own spent a very happy 
time. That night on going to bed, Ruth said, "Mother, I am 
so glad you like to stay at home; and you do always think of 
the loveliest things to do!" 

For the Mother Who Has Not Learned to Play 

Some mothers feel that they do not know how to play success- 
fully with their children. They may even feel that they do 
not have time to read one of the many helpful books on child- 
hood, and especially on the play life, which is so essential. 
Two hours a week will give the mother suggestions and plans 
that will enable her to keep ahead of her child's play program. 
For example, suppose it is the book, Play Life in the First Eight 
Years} One mother takes a sweeping glance through the 
book and says, "That's all very well for the mother who has 
the time," and with a sigh closes the book and lays it down. 
But the resourceful mother who is just as busy as the other 
picks it up with the thought, "I wonder what the author would 
recommend for children the age of five and eight." "Father 
could make a simple slide like that," is her mental comment 
at one point, and she sets about securing some piece of ap- 
paratus or a plaything. She finds in the end that it is time 



^ Luella A. Palmer, Ginn & Co., Boston. 



92 THE MOTHER-TEACHER OF RELIGION 

g;ained, for the children are playing by themselves while she 
Is using her time to do something for herself. Also she is happy 
because the child is happy and she is a better mother because 
of it. 

And with all this the religious development of the child is 
bound up. For no small part of a truly religious life depends 
on the right attitude toward H^dng — on happiness of outlook, 
on cheerfulness and good nature, on comradeship and respon- 
siveness, on wealth of affection and good will. The better 
attitude the child has toward these things the better soil will 
his mind and soul present for God's truths, especially if he 
sees these truths exemplified constantly in the spirit and life 
of those nearest to him. 

Those parents who have become the true playfellows of their 
children have qualified on the first great requirement for the 
spiritual leadership of the young. 

Books for mothers: 

The Mother as a Pla}rfeUow% and How One Real Mother 
Lives With Her Children, American Home Series. Pub- 
lished by The Abingdon Press. 

Training Little Children, Bulletin Xo. 39, 1919. PubHshed 
by the Government Printing Ofhce, Washington, D. C. 

Education by Plays and Games, George Ellsworth Johnson. 
Published by Ginn & Co., Chicago, New York, Boston. 

Play Life in the First Eight Years, Luella A. Palmer. Pub- 
lished by Ginn & Co., Chicago, New York, Boston. 

Manual of Play, William Byron Forbush. PubHshed by 
George W\ Jacobs & Co., Philadelphia. 



CHAPTER X 
MOTHER- AND FATHER-PLAYS 

Mother and father should be the baby's first playfellows. 
The little play times with the parent not only interest and 
educate the child, giving him invaluable resources of good 
nature and enjoyment, but they also serve to form the bond 
of comradeship which means so much both to parents and 
children. 

From time immemorial plays such as are given in this chap- 
ter have been taught to children. They belong to no one nation 
or people, but spring up spontaneously in all lands. They are 
to the young child what school lessons are to older ones. They 
stimulate imagination, invite thought, and appeal to the sense 
of humor. They encourage mental activity and alertness. 
They equip the child to amuse himself, and introduce him 
to play with other children. On the physical side they develop 
flexibility of fingers, and train to muscular control of the body. 
When sung, they develop the sense of rhythm. But perhaps 
best of all they yield wholesome fun, add to happiness, and so 
lay the foundations for cheerfulness, good nature, and a cheerful 
and responsive disposition and character. 

Old Folk Plays 

Finger-and-toe plays exist in almost endless variety. They 
are to be found both with and without rhythm. Many of them 
lend themselves well to the singing of a simple melody accom- 
panying the play. 

Creeping Mousie: The mother makes a slow creeping move- 

93 



94 



THE MOTHER-TEACHER OF RELIGION 



ment of the first two fingers, advancing the hand slowly at 
the same time from a little distance up to baby's chin. 
Patty Cake: (To be sung or recited.) 



n^ 



11 



m 



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-•- • -•- -•- -#- • -•- -#- -#- -#- -#- 

Pat - ty cake, pat - ty cake bak - er's man, Make us 



vfb 


— — — ^ — ^ — ^-r— s: ^^ ^^ — , 


'^i^-^i-— 


PV \^ JJ J J_i f _? ? ^ J 



cake as fast as you can; Pat it and pick it and 




-•- -•- -m- ~ 

mark with a T. Toss in the ov - en for ba - by and me. 



A Pig Story} The mother wiggles each of baby's toes 
in succession, and puts appropriate expression into the 
voice. 



i 



:S: 



=^^^^ 



^11=^=: 



This big pig went to mar-ket; This one stayed at home; 



^1 



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EEi 



This one wants some corn; This one says it's gone; This one cries, 



^=:J: 



--A— 



'Wee 



I wish 



my 



mam - my were home. 



^ From Mother Goose Finger Plays, selected and adapted by Irene Mar- 
garet Cullison. Used through courtesy of George W. Jacobs & Co., Phila- 
delphia. 



MOTHER- AND FATHER-PLAYS 95 

This little pig stubbed his toe; 
This Uttle pig said "Oh"! 
This little pig laughed and was glad ; 
This little pig cried and was sad; 
This little pig ran and picked him up 
As fast as he could go. 

Finger -and-head play: Plays like the one that follows, while 
they seem pure nonsense, teach the baby the parts of his body 
while giving him fun. 

Eye winker (Point to eye), 
Tom Tinker (Point to other eye), 
Nose dropper (Point to nose), 
Mouth eater (Point to mouth), 
Chin chopper, chin chopper, 
Chin chopper chin (Chuckle chin). 

(From Mother Goose Finger Plays.) 

Ring the bell (Pull lock of hair), 

Knock at the door (Tap the forehead). 

Peek in (Pull eye lash). 

Pull up the latch (Pull nose), 

Open the door (Pull down on the chin so the mouth opens) 

And walk in. 

The hand: This play suggests to the child something of the 
family relationship, and enables him to see himself as one of 
the group. 

This is the mother so kind and dear (Thumb), 
This is the father so full of cheer (Pointer), 
This is the brother so strong and tall (Tall finger), 
This is the sister who loves us all (Ring finger), 
This is the baby the pet of all (Little finger). 

(From Mother Goose Finger Plays.) 



96 THE MOTHER-TEACHER OF RELIGION 

All for Baby'' 

Here's a ball for Baby Here's the Baby's trumpet, 

Big and soft and round! Toot-toot-toot! too-too! 

Here is Baby's hammer — Here's the way that Baby 

0, how he can pound! Plays at "Peep-a-boo!" 

Here is Baby's music — Here's a big umbrella — 

Clapping, clapping so! Keep the Baby dry! 

Here are Baby's soldiers. Here's the Baby's cradle 

Standing in a row! Rock-a-baby-by ! 

Father and Baby Plays 

Old folk-plays have not omitted the father from the baby's 
playtime, though naturally more material has developed from 
the mother's closer association with the child. 

The father dances Baby up and down on his knee: 

Dance to your daddy. You shall have a fishy, 

My httle baby; In a httle dishy; 

Dance to your daddy. You shaU have a fishy 

]\Iy little lamb. When the boat comes in. 

(From Mother Goose Finger Plays.) 

While riding on father's foot — 

Ride a cock horse to Banbury cross, 
To see an old lady upon a white horse; 
Rings on her fingers, bells on her toes. 
And so she makes music wherever she Sfoes." 



&' 



^ By Emilie Poulsson, to be found with music and suggested action pic- 
tures in Finger Plan's, published b}' Lothrop, Lee & Shepard Co., Boston. 

2 For music see Our Old Xiirsery Rhymes, harmonized by Moffat, pub- 
lished by David AIcKay, Philadelphia. 



MOTHER- AND FATHER-PLAYS 



97 




RIDING ON FATHER'S FOOT 
A variation of the ride on father's foot may be sung as follows : 

No. 1. The pony walking slowly 



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Oh walk, walk, walk, my po - - ny, oh walk, walk, walk, 
No. 2. The pony galloping with swinging motion 



^=1= 



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I 



:*±nt 



t 



Oh come and ride my po - ny and gallop and gallop a - way. 
No. 3. The pony trotting — more of the jerking motion 



9- — ^k-h-^^— '-^ — '^ — ' — ^ — ^ — ^ — «— L^i — * — ®— h* — 9 ^—\ — ' — ]-{ 



Oh trot trot trot, oh trot trot trot, my po - ny, oh trot trot, trot trot, trot. 



98 THE MOTHER-TEACHER OF RELIGION 




m 


wi^^^ 




MOTHER- AND FATHER-PLAYS 
A Jolly Ride 



99 



Emilib Poulsson 
With marked rhythm 

5 



1.-3. The ba - by goes rid - ing a - way and a -way- Goes rid-ing to 





i 



■^ — ^ 



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_Q 1_^ ^ C^ i 



1^=^ 



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^- 



H 



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hear what the cat has to say; "Me -ow!". . says the cat. 
hear what the dog has to say; "Bow-wow!" says the dog. 
hear what the cow has to say; "Moo-oo!". . says the cow. 



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p 



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— • — w- 



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Pictures, words, and music taken from Emilie Poulsson's Father and Baby 
Plays, by permission of the Publishers, The Century Co., New York. 

The baby goes riding — away and away! 
Goes riding to hear what the sheep has to say. 
"Baa, baa!" says the sheep. 

The baby goes riding — away and away! 
Goes riding to hear what the pig has to say. 
"Umph, umph!" says the pig. 



loo THE MOTHER-TEACHER OF RELIGION 

The baby goes riding — away and away I 
Goes riding to hear what the hen has to say. 
''Cluck, cluck!" says the hen. 

The baby goes riding — away and away! 
Goes riding to hear what the chicks have to say. 
"Peep, peep!" say the chicks. 

The baby goes riding — away and away! 
Goes riding to hear what the duck has to say, 
"Quack, quack!" says the duck. 




Bean Porridge Hot 



m^^^^^m 



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-m — ^ H- 



-0- -0- -0- 

Bean porridge hot, bean porridge cold ; Bean porridge in the pot nine days old, 



^^^ 






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-I — F* — I — \-^ 



MOTHER- AND FATHER-PLAYS 



lOI 



i 



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t* 



tj -•- -•- -•- -•- 

Some like it hot, some like it cold; Some like it in the pot nine days old. 

I -ft- -«- I :•: -#- I -•- -•- -t- -•- -•- -•- 



^i^=r-- 



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|=?=5z5: 



Mother or father and child sitting opposite each other play 
and sing the game according to directions: i. Clap hands on 
knees. 2. Clap own hands together. 3. Clap hands with 
partner. 4. Clap hands on knees. 5. Clap own hands together. 
6. Clap hands with partner. 7. Clap own hands together. 
8. Clap right hand with partner's right. 9. Clap own hands to- 
gether. 10. Clap left hand with partner's left. 1 1 . Clap hands on 
knees. 12. Clap own hands together. 13. Clap hands with partner. 

Shadow Pictures 

In the evening hour after supper the making of shadow pic- 
tures affords a happy pastime for Httle children. At first father 
or mother makes the shadow pictures, but it is not very long 
before the little child too is trying to make them. 

The following shadow pictures were taken from the collec- 
tion, Shadow Pictures My Children Love to Make, used by 
permission of the pubHsher, Lloyd Adams Noble, New York. 




Suggestions: To make the picture of a wolf the three fingers of the left 



I02 THE MOTHER-TEACHER OF RELIGION 

hand which cast the shadow that represents the nose must be held almost 
one behind the other— not one above the other. In this way the palm of the 
hand is held practically parallel with the floor. If you will then just touch 
the tip of the index finger of your right hand to the middle joint of the long, 
second finger of your left hand, the wolf's eye can easily be made. Stretch 
the thumb of the right hand forward, and bend the index finger of the left 
hand backward. 




Suggestions: If you should ever want to make a shadow-picture turn in 
the opposite direction from which it is drawn on these pages, you have only 
to use your right hand where the left is marked, and the left where the right 
is marked. Just compare the rabbit on the cover with the rabbit on this 
page ! See how easy it is ! Now by changing the positions of the shadow- 
pictures so that they will face one another, you can have two or three little 
children aU making pictures together with you. Let your rabbit shut his eye, 
move his front paws, and wave his ears. 



MOTHER- AND FATHER-PLAYS 



103 




Suggestions : It is not at all necessary for you to use both hands in build- 
ing up a shadow-picture man. A cardboard may be cut in almost any shape 
to form a hat, and held in the left hand where the fingers will make the nose 
and the mouth. If you will then hold your right hand a little farther from 
the light than you are holding your left, a smaller shadow will be cast, and 
the man will have a hand of his own. Now let him scratch his nose, lift a 
glass to his lips, or use his hands in whatever way you will! 



Note. — A number of "finger plays," such as 'The Merry 
Little Men" (about the ten fingers), ''The Lambs," "The Pigs," 
will be found in the collection known as the Finger Plays, by 
Emilie Poulsson. Many other plays, such as jumping, climb- 
ing, "pick-a-back," floor rompings, etc., are suitable for this 
age. An excellent list with full directions is to be found in 
Father and Baby Plays, by Emilie Poulsson. 



104 THE MOTHER-TEACHER OF RELIGION 

Books on mother- and father-plays: 

Mother Goose Finger Plays, selected and adapted by Irene 

Margaret Cullison. Published by George W. Jacobs & 

Co., Philadelphia. 
Finger Plays, by Emihe Poulsson. Pubhshed by Lothrop, 

Lee & Shepard Co., Boston. 
Father and Baby Plays, by Emilie Poulsson. Published by 

The Century Co., New York City. 
Shadow Plays My Children Love to Make. Pubhshed by 

Lloyd Adams Noble, New York City. 

Playthings 

Play presupposes playthings, and the baby's playthings are 
of real educational value. Besides amusing the child, toys 
develop and train him, and should be selected with both pur- 
poses in mind. The grasping, reaching, pulling, kicking, chasing, 
and banging carried on in connection with suitable playthings 
cultivate the senses, develop the idea of distance, direction, 
color, size, and form, and teach the eyes, ears, hands, feet, 
and other parts of the body to work together. 

The baby should therefore have playthings. The first play- 
things should, of course, be simple, but they should represent 
a considerable range of qualities such as are capable of appeal- 
ing to the eye, to the ear, to the sense of touch, temperature, 
and so on. 

For the first two years the child distinguishes but little among 
colors, though the color sense is developing. Brightness, how- 
ever, attracts the eye, and playthings that glisten are noticed. 
Bright objects suspended before the child induce reaching, 
thus leading to muscular control and tending to develop sense 
of distance and direction. Rattles encourage activity of the 
hands and arms and appeal to the ear. Balls, rubber and 
celluloid, induce activity, encourage the fingers to grasp and 
train the sense of contact and form. Objects that are hard, 



MOTHER- AND FATHER-PLAYS 105 

soft, cold, warm, smooth, rough, light, heavy, all are referred 
to the appropriate senses and serve to develop the power of 
discrimination. Much interest will center at this stage in a 
ball on a string tied to the foot of the crib, and reaching and 
pulKng will follow. A newspaper suspended above the child's 
feet will induce kicking. The baby also hkes the sound it 
makes. A nest of small boxes provides for much activity and 
experimentation in putting one inside another. Other desirable 
playthings for this age are small unbreakable dolls, blocks, 
wooden clothes pins, objects to pound, such as a tin spoon and 
dish, a bunch of keys, a string of spools. 

After the age of two the range and complexity of toys should 
be increased as the child's powers develop and his interest 
broadens. From two to six or seven years the following play- 
things exert a strong appeal: 

Blocks of varying sizes, shapes, and materials;^ the enlarged 
(kindergarten) beads; rubber balls; indoor baseball and junior 
sized football or basket ball for outdoor playing; bright-colored 
bean bags; drums, engine, cars, and railway; various types 
of dolls, as wax, china, rag, paper, corn ear, yarn, bottle, the 
"Raleigh," the ''Schoenhut"; blackboard and crayons; simple 
drawing materials; paints and brushes; scrapbooks; blunt 
scissors; doll houses and furniture (home made if possible); 
miniature household articles, such as toy brooms, carpet sweepers, 
fiat irons, and laundry utensils; dishes and tea sets; clay for 
modeling; nursery sand tables; outdoor sand pile, with shovels, 
iron spoons, and pails; carts, wagons, and wheelbarrows; see- 
saw; outdoor playhouse; apparatus for climbing; the slide; 
Montessori materials; circus toys; tinker toys; hammer, small 
nails and board; trapeze about four feet high with a sand pile 
or freshly spaded earth beneath; punching bag; kites, boats. 

Scientific child study has taught us that in the child's growth 

^ The Hill Kindergarten Floor Blocks (A. Schoenhut Company, Phila- 
delphia), are recommended. 



io6 THE MOTHER-TEACHER OF RELIGION 

the larger muscles develop first. That is, the muscles of the 
legs, arms and trunk are ready for use and brought under con- 
trol before the finer muscles of the hands, the fingers, the eyes, 
etc. Similarly, the larger movements of the hands, fingers, 
eyes are the ones first perfected, the finer adjustments coming 
later. 

For this reason the larger kindergarten blocks and pegs 
known as the ''enlarged blocks'' (three-inch cubes), and the 
''enlarged pegs" are better for the child than the smaller sizes 
formerly used. Great strain is put upon the child's eye and 
nerv'ous system in trying to put a very small peg in a very small 
hole. 

jMuscular control is gained more readily by trying to grasp 
and handle the block of fair size than it is in the little inch cube 
that defies the child by tumbling over just when he thought 
it was in place. Likewise, it may be said here that the sewing 
cards and paper weaving should be used sparingly by the very 
little child, as the concentration of eye and the deHcate finger 
control required are a tax upon the nerves. 

Approved blocks, pegs, beads, etc., may be procured from 
the difterent supply houses that carry the kindergarten materials. 

A doll is always a source of pleasure to the small child. In 
the earlier stages of childhood the doll is as appropriate for 
the Httle lad as well as for the wee maiden, for he enjoys it, 
and from it he may learn gentleness and kindness. To children 
dolls are real persons. At the age of two and three years the 
child is very imitative. The doll is the child's baby, and the 
love and tenderness or the cross and harsh ways of the real 
mother very readily find expression in the mimic world when 
the child plays with her doll. The way children feel and act 
toward their dolls is what they most largely feel and are them- 
selves. Doll-playing is therefore educative. It is a fine means 
of cultivating the imagination, the emotions, and the whole 
range of the social nature. 



MOTHER- AND FATHER-PLAYS 107 

The real play-mother will enter into the spirit of childhood 
with its dolls and all the activities that are so real to the child. 
In ^'keeping house," or "giving a tea party," she will herself be 
a child. 

"Araminta has a cold and cannot go out to-day," Betty says. 

''I am so sorry to hear that dolly is sick. How do you sup- 
pose Araminta took cold?" mother asks, very much concerned, 
and with all the real sympathy that is possible to put into 
her voice. 

"Well, you see, yesterday when we were going for a walk 
Araminta disobeyed me and walked right through a big mud 
puddle as big as this room." 

Again, at the tea party the little cakes taste so "d'lish-us." 
They may be real crackers or they may be pieces of cardboard 
or paper. But they must be real food to the imagination. 
Besides enjoying the play, the play-mother sees herself incarnate 
in the small imitator; many are the suggestions that may in 
this way come to her as to teaching the child lessons in house- 
wifeliness, in table manners, and in all the little kindly ways 
that she wishes this little actor to play with her doll children. 

In the earlier days dolls were stiff and formal in their make-up. 
The china and the wax ones were too pretty to be played with 
except on very state occasions. Now there are many unbreak- 
able dolls that are a real joy. Children love and get so much 
pleasure out of the rag dolls, the corncob dolls, the character 
dolls, that it is an easy matter for a real mother to enjoy the 
make-believe play. The child should have a doll that can be 
dressed and undressed. In learning to button and unbutton 
these little garments he develops skill which will help him 
when he has to do these things for himself. A cord or yarn 
doll is easily made as follows:^ Wind cord or yarn around a 
book or piece of cardboard several hundred times. Remove 

• ^ From The Mother as a Playfellow, by Alberta Munkres. Published by 
The Abingdon Press, New York. 



io8 THE MOTHER-TEACHER OF RELIGION 

from book or cardboard. Slip a string through the loop and 
tie the strands at one end; cut the strings at the other end of 
the loop. About an inch from the end that is tied bind all of 
the strands with another string. Cut and braid together a 
number of strands of cord for the arms. Slip this braid through 
the doll where the string is tied around, allowing about two 
inches to hang on each side. Another string is tied around 
the waist. Beads are used for eyes. 

Directions for making doll out of two paper bags for head 
and body, and crepe paper for dress and bonnet. Length about 
13 inches: Head. A bag 7 x 3^ inches (No. i); Mark features 
of face on flat side of one half of the bag; fill this half with torn 
paper; tie around with string; other half insert into other bag, 
forming the neck where they join. Body. A bag 9x5 (No. 4) 
fill with torn paper; graduate size to the top for neck; tie two 
bags where they join for the neck. Arms. A piece of paper, 
13 X 6 folded lengthwise to make a strip i inch wide when 
finished; at center of back of neck place center of long strip, 
bring around and cross in front; each extension at side forms 
an arm. Tie securely; cover arms with crepe paper 5 inches 
square for sleeves, paste. Dress. A rectangular piece of crepe 
paper 20 x 10 inches; make slits for arms about i}^ inches from 
top of paper and about 4 inches from each side edge of paper; 
gather about i inch from top around the neck. Bonnet. A 
rectangular piece 15x9; one lengthwise edge is turned back 
iy2 inches for the frill — like a Dutch cap. Gather the other 
lengthwise edge around the neck. Tie securely. Necktie. All 
joinings are made at the neck. To cover take strip of crepe 
paper 18 x i; put around the neck and tie in front. 

Many little imaginative plays may be entered into by mother 
and child. Edward likes to play he is the poKceman, the milk- 
man, and the postman. The floor has playthings strewn on the 
floor. Edward stands in the middle. He sees a lady standing 
on the other side of the street (one side of the room), looking 



MOTHER- AND FATHER-PLAYS 109 

as if she would like to cross. Edward goes up to her and says, 
"Do you wish to cross the street? I will help you across." 
Mother taking Edward's hand, "Oh thank you, Mr. Police- 
man. You are very kind." Again in the "play" the blocks 
are built to form a schoolhouse. Chairs facing opposite direc- 
tions are passing automobiles. Edward as a policeman raises 
his hand; the chairs are pushed back and forward to allow a 
passage way for the school children (mother and brothers and 
sisters or other children). The child should not be given any 
other thought than that the policeman is their friend. 

Children like to play store. Charles arranges playthings 
to sell which may be household articles he has seen mother 
buy. Toy or paper money may be used. Besides the play 
in imagination, the child can receive lessons in numbers. 

Sometimes the play is about the postman, and when the 
child learns to write "mother," he has made wonderful steps 
in his mental progress. Sometimes the play is about the milk- 
man and the child learns the various denominations in the 
sizes of bottles. In all these plays mother enters heartily into 
the game which seems real to the child and which increases 
his ability in impersonation and imagination. 

Bean bags afford a great deal of fun in the different games 
that can be played with them. These bags may be made in 
the different spectrum colors from cloth or knitted or crocheted 
yarn procurable from kindergarten supply houses. Ten cents' 
worth of yarn will be enough to make a bag. For each bag 
knit or crochet two four-inch squares or two circles four inches 
in diameter. Fasten these two squares or circles together 
to make the bag. 

Houses from which supplies may be ordered: 

Milton Bradley Company, Springfield, Massachusetts (kinder- 
garten supplies). Branches in Boston, New York, Phila- 
delphia, Atlanta, San Francisco. 



lie THE MOTHER-TK\CHER OF RELIGIOX 

The A. Schoenhut Company, PhUadelpliia (toys, games, etc.). 
The Prang Educational Company (kindergarten siq^lies, etc.). 
Children's Book Shops in all large cities. 

Indoor Plays .\nt> Games 

The child from three to six years is amazingly active. From 
morning until nigjit he is never still unless adeep. The adult 
is wearied by the mere contemplation of the endle^ round of 
running, jumping, climbing, pla>-ing, and all the rest, which 
he keeps, up almost without cessation. But nature knows what 
^e is about- The child's growing muscles and organs and his 
expanding mind need just this thing. His stored-up energy 
requires an outlet- His expanding imagination needs to find 
expression in action. His pwwer of imitation, now at its height, 
needs to test and perfect itseh" through much practice. In 
short, the child's chief business now is to play, grow, and be 
happy. 

Of course the best place to play is out of doors, yet there 
are the evenizig-? -t-tA the stormy days and the other times 
when, for :i.r rrii :_ :. :>ther, the child must be in the house. 
Tr^e. the housv :v: _i then suffer from the childreii's 

pli '. B'jt SMI" r :: i_'cs. Xo house is ^t for 2 home if it 
is :: ; zzt ;:r : t _iren to play in ::. 

T::t :: : . 7 - —^ suitable for i: i : :: se use. Only 
2 ir : : 7 :; : :v i::h 2re avail;, oc ^rc ^en here; with 

: V r : : ~ :v ::::.:':. iw::- :;oyable: 

\ mouse, on tq>toe, so quietly that mother 
c:.: 7 7 : _^ as he pa^es from room to room. 

ii l: robin or other bird. This affords an incentive 



a_i.iJLi^ v.»u.tiLJLC^»w_^^C'-^ ^^-^ _C'C 



t but h'ghtly 



J : .:sic. forward, sideways, backward, fairy skip 

on :izi;c In^-i stepping. This is not only enjo\-able but it 



MOTHER- AND FATHER-PLAYS iit 

cultivates the sense of rhythm and develops bodily control 
and poise. 

Stepping head up, shoulders straight, regular movement. 

Playing horse astride a light stick, walking, trotting, galloping, 
high stepping. While this is more properly an outdoor play 
it may be allowed in the house occasionally. The play of imag- 
ination in this exercise is perhaps interesting to the child as 
the activity itself. Playing a "hobby" horse. 

Jumping with both feet over a stick or a pillow on the floor. 

Walking on a line, one foot ahead of the other; tiptoe, keep- 
ing body balanced with outstretched arms. This is excellent 
to develop body carriage. 

Choo-chooing like an engine, while running with short, quick 
steps. 

Picking apples from an imaginary tree by stretching arms 
up, grasping an apple and putting it into an imaginary basket. 

Twirling the hands rapidly like a wheel going round. 

Twirling the arms out, up, back, down, like wheels. If this 
order is followed, the movement is excellent for chest develop- 
ment. 

Ringing the church bell, stretching far up to take hold of the 
rope, holding a ball in two hands, then pulling far down. . 
Ding dong bell high in the steeple 
Calls to church all the people, 
Ding dong, ding dong. 
Ding dong bell. 

Clap hands in front, back, above the head, first slowly, then 
quickly. 

Some suggestions from Dr. Montessori in connection with 
Physical Exercises for Children.^ 

I. Hang a heavy swinging ball from ceiling. Two children 
sit in their chairs opposite each other and push the ball back 

1 Quoted from The Mother as a Playfellow, by Alberta Munkres. Pub- 
lished by The Abingdon Press, New York. 



112 THE ^lOTHER-TEACHER OF RELIGIOX 

and forth. This is an exercise for strengthening the arms and 
spinal column. 

2. Draw a chalk line on the floor or extend a piece of white 
tape for ten or twelve feet for a cliild to walk on. This amuse- 
ment is valuable in impro\ing the carriage of the body. 

3. Walking upon the edge of a plank supported by standards 
is a training in bodily balance, and it also develops courage. 

4. Jumping is good for developing strength in the legs and 
judgment in coordinating the movements. Have a Httle flight 
of steps in the nursery- or use boxes of different heights for this 
purpose. 

5. Lines may be chalked on the floor to measure the chfld's 
jumps. Jumping in and out of a circle is another simple game 
that chfldren enjoy. Several circles are drawn inside the other. 
The child stands in the center and tries to see how far he can 
jump. Color in these circles adds to the child's pleasure. 

6. Simple pieces of apparatus, such as the ''fence," the rope 
ladder, the swing, strengthen the hand in clasping and holding. 
The rhythmic games in marching, the ball, bean bags, hoops, 
and games of tag are valuable. 

Bean bags afford an almost endless variety of games suitable 
for indoor use. 

Be-\x-Bag G.\mes 

1. Place on the floor a piece of paper about 8 x 10. Have 
the three-year-old child stand about five feet away. The object 
is to see how many of the six bean bags he can throw on to 
the paper or touching it. If more than one child, it may be a 
Kttle contest game. In place of using a paper the children 
may throw into a waste basket or a dish or pan. 

2. Draw three concentric circles on the floor, marked i, 2. 
and 3 respectively. After the child has tossed the bags, count 
the points he has made. 

^. Hide the bass around the room and have a orame of find- 



MOTHER- AND FATHER-PLAYS 113 

ing them. Let the child and the parent take turns in hiding 
and finding. 

4. Play catch. 

5. If the bags are made in spectrum colors, arrange them in 
Order of the spectrum — violet, indigo, blue, green, yellow, 
orange, and red. Then the child shuts his eyes; the mother 
removes one; on opening his eyes the child tells what one was 
removed. 

6. Mix the bags in a pile. Ask child to arrange them in order 
of spectrum colors. 

7. Walking on a line carrying a bean bag on the head. 

8. A game like ten pins. Take six pieces of stiff paper 10 x 12 
and roll like a cyhnder. Stand them on the floor like ten pins. 
Child sits a number of feet away and rolls the ball against them. 
Each one thrown down counts 2. 

Books for mothers: 

Play Life in the First Eight Years, by Luella A. Palmer. 

Ginn & Co., Boston. 
Education by Plays and Games, by George Ellsworth Johnson. 

Ginn & Co., Boston. 
Manual of Play, by William Byron Forbush. George W. 

Jacobs & Co., Philadelphia. 



CHAPTER XI 
TEACHIXG THROUGH PICTURES AXD STORIES 

Pictures, stories, and songs are three magic keys to the 
mind and heart of a child. "Show me the picture.'' "Tell me 
a stor}"," ''Sing to me" — these are the universal appeals of 
childhood, no matter what the cHme. condition, or language. 
Rightly used they are invaluable not only to interest and in- 
struct the child but to create first moral and religious impressions. 

The Language of Pictures 

Next to objects themselves the child loves pictures. Many 
babies a year old enjoy them. The taste for good pictures 
may have its beginning in babyhood, for taste gron's by what 
it feeds upon. It is said of John Ruskin that as a child he was 
never allowed to look upon anything that was not good art. 
With all the wealth of good pictures available it is a pity to 
allow the child's taste to be formed by the comic supplement 
of the Sunday newspaper, with its ugly and \'ulgar dra^^ings 
and the wrong impressions many of these convey through 
holding up to ridicule subjects which should receive veneration 
and respect. 

Through pictures the child may get many of his first con- 
tacts with the outside world. Here he may learn of the dog, 
"Bow-wow." or the cow. "'Moo-moo.'' If he has his o\sti pet 
dog or is familiar \xi\h. the sight of cows, he at least, besides 
learning to use pictures, sees known objects in new or ideaHzed 
form, and his ideas are broadened and his interest quickened 
concerning them. As the imagination quickens, he picture 
of people and places unlike these of his immediate experience 

114 



PICTURES AND STORIES 115 

helps broaden his ideas and lead his thought out beyond the 
near at hand. 

Impressions are more easily conveyed through pictures than 
through words. ''J^^us Blessing the Children," ^'Samuel at 
Prayer," ''The Worshipers in The Angelus" — such pictures 
make a lasting even if unconscious impression upon the plastic 
mind. 

One young man testifies concerning the influence of a picture : 
"Farther back than I can recall, my mother had placed the 
Hofmann head of 'The Christ-Boy' in such a position on the 
wall of my room that my eyes rested upon it the last thing as 
I went to sleep and the first thing when I awakened in the 
morning. For many of my earlier years I thought nothing 
about it, perhaps did not consciously observe it, but by the 
time I had reached my teens I began to notice that I found 
myself asking what this Lad would do or what he would think 
about some act or project I had in mind. I believe that this 
picture had a great influence on my childhood life." 

The first pictures for the child should be simple. That is, 
they should portray but few objects, preferably of familiar type, 
and should not bewilder by too great complexity of detail. 
Since at this age the eye has not yet learned to accommodate 
itself to anything minute, the objects represented should be 
of good size. The animal picture books that have a page- sized 
horse or cow are of the right type for the younger child. 

It is better to have the first picture books of cloth. For this is 
the age at which the child has an insatiable desire to put every- 
thing into the mouth, and he is likely to devour his paper books 
altogether too literally. Kate Douglas Wiggin tells of her own 
babyhood, "I believe I always had a taste for books, but I 
will pass over that early period when I manifested it by carry- 
ing them to my mouth and endeavored to assimilate them by 
the cramming process." The picture book which will not tear 
not only does away with the danger of the book's destruction, 



ii6 



THE ]\IOTHER-TEACHER OF RELIGION 



but it saves the child from forming the habit of tearing books 
— a very real problem with many children. 

Picture Story-Telling 

For the younger children pictures and stories naturally go 
together. The story helps the child's imagination to play around 
the subject of the picture, and the picture serves to give reality 
and warmth to the words of the story. 




THE PICTURE AND STORY BOOK YIELDS 
UNTOLD HAPPINESS TO CHILDHOOD 



PICTURES AND STORIES 117 

Picture story-telling should begin by the end of the first year. 
The animal picture book makes a good starting point. With 
the picture before the child, mother may tell about the cow; 
what the cow says, what the cow eats when it is hungry, the 
milk the cow gives to feed baby. So on with the horse, the 
dog, birds, etc. The simple little comments and explanations 
the mother makes upon the picture are, if well handled, a 
"story" to the child. Questions may also be asked of the child 
to suggest points he should notice or ideas he should get. It 
is possible also that mothers who have never learned the art 
of story-telling will find the picture story a means of making 
their own training keep pace with the child's development 
toward the more complete type of story. 

Nursery Rimes Illustrated 
Nursery rimes and jingles of the Mother Goose variety, 
and many others, all minister to the child's demand for story 
and play. It would be impossible to measure the sum total 
of happiness, good nature, and development that have come 
to little children by the dear old classic: 

This little pig went to market, 

This little pig stayed at home; 

This little pig had roast beef, 

This little pig had none. 

And this little pig cried: 

*'Wee, wee, wee!" all the way home. 

The ch Id who does not' have an edition of Mother Goose 
with good pictures of artistic coloring has missed much jolly 
fun and hence some real happiness. The proof of the child's 
response is in the appreciative chuckle or the hearty laugh as 
mother recites while the child looks at the pictures: 

Hey! diddle, diddle, 
The cat and the fiddle, 
The cow jumped over the moon; 



ii8 THE MOTHER-TEACHER OF RELIGION 

The little dog laughed 
To see such sport 
While the dish ran away with the spoon. 

Besides the element of humor these jingles meet the require- 
ments of childhood in other ways: they are short, and do not 
overtax the attention of the little child who can not sustain 
one idea for any length of time. The children like the rime 
and the jingle. They appeal to the sense of rhythm which is 
innate in every child and needs only to be cultivated; as, for 
example, in the old favorite: 

Hiimpty Dumpty sat on a wall, 

Humpty Dumpty had a great fall; 

Not all the King's horses, nor all the King's men 

Could set Humpty Dumpty up again. 

Or in this: 

Dickory, dickory, dock, 
The mouse ran up the clock; 
The clock struck one 
And down he run, 
Dickory, dickory, dock. 

Children's Love of Old Folk Tales 

The child mind must busy itself with something the same 
as the grown niind. The child's thought-stream never stops 
any more than does the adult's. A generous supply of the old 
nonsense rimes which generations of children have known 
and loved are a good resource, and furnish much ''stuff" for 
the child's flow of thought. In times of loneliness or trouble 
children often turn to these old friends for amusement or con- 
solation. Dorothy Alma had had her tonsils removed, and 
she was very sick for several days; then how glad and relieved 
we felt when after a refreshing nap she opened her eyes and 
said, ''Where's Muvver Goose, Aunt Alma? — tell stowie pwease." 



PICTURES AND STORIES 119 

Even the older ones of us pay tribute to the hold nursery 
rimes have upon us when we find them running now and then 
through heads thatched with gray. We see a spider running 
and unconsciously say, 

"Little Miss Muffet sat on a tuffet, 
Eating her curds and whey: 
Along came a spider and sat down beside her, 
Which frightened Miss Muffet away." 

At Thanksgiving or at Christmas time we are reminded of, 

Little Jack Homer 

Sat in a corner, 

Eating his Christmas pie. . . . 

And it is possible that we are better men and women for these 
little excursions into the land of long ago. It was a compli- 
ment to herself although she did not realize it, when the 
grown-up lover of children and of children's books remarked 
that she "couldn't decide which one of all the beautiful editions 
of Mother Goose she most wanted for herself." 

Stories are doubly interesting to children when they com- 
bine story, song, and action; for each of these of itself appeals 
to the child and their union seems to add to their effectiveness. 
It was a proud and happy day for little Joan when she held up 
her two hands, showing her fingers one by one and sang with 
her mother the little finger play: 

"Oh! where are the merry, merry little men 
To join us in our play? 
And where are the busy, busy little men 
To help us work to-day?" 

These first simple stories and pictures have done more than 
amuse and keep happy, important as this is. They have trained 



I20 THE MOTHER-TEACHER OF RELIGION 

the little mind to follow a connected train of thought, they 
have quickened the child's imagination and given practice to 
his memory. They have added to his vocabulary and to some 
extent expanded the range of his ideas. All this has paved the 
way for stories of more serious import — the stories and pictures 
through which the child is taught religious truths of love, beauty, 
and goodness. 

Use of the Picture-Story ix Teachixg Religion 

We have hardly begun to realize the possibility of impress- 
ing religious truths upon the child by means of pictures and 
''picture-stories." We sometimes think that the little child 
cannot possibly understand and appreciate a picture. Even 
when he asks, ''What does it mean?'' we may put him off say- 
ing, ''Oh, it is just a picture," not stopping to think that back 
of every great picture is a story which the artist tried to tell 
on the canvas. Xot a few of the old masters are fully \\ithin 
the range of the child's interest and appreciation almost as 
soon as he has begun to notice pictures and enjoy looking at 
them. 

The picture story differs somewhat in the teUing from the 
''regular"' stors', since in the former the story^ must :'n a sense 
be subordinate to the picture; in fact, its purpose is to lead 
to a fuller enjoyment and appreciation of the picture. In the 
picture story there is little necessary in the way of introduction. 
The better way is usually to call attention to what the picture 
presents, using simple statements or questions. Only the 
significant points of the picture should be brought out, minute 
details having no comment. Occasional explanation may be 
necessary, though it is possible to spoil the eft'ect of a picture 
by too much explartation. A mother whose child failed to 
gather meaning from "The Angelus," explained that the church 
bell had just rung in the village, calling people to prayer, and 
that the workers in the field stopped in their work that they 



PICTURES AND STORIES 121 

too might pray. Then the picture had real meaning and sig- 
nificant interest to the child. 

Questions asked of the child about the picture should be 
more to suggest meanings to him and to give him ideas about 
it than to test his knowledge. The question well used helps 
the child to see things in the picture for himself, to imagine 
more about it, and perhaps to feel the truth it expresses. An 
illustration of this is found in the question about giving in the 
story, "The Shepherds' Visit to the Baby Jesus," page 192 

The earliest picture stories can come into use with most 
children by the time they are two years old. By the age of 
three the pictures and stories about Jesus as illustrated in 
Chapter XIII may be given. These will, of course, need to be 
often retold and will interest the child through two or more 
years. Paralleling these the child should be told "regular" 
stories, that is, stories without pictures, the meaning coming 
wholly from the words alone. 

How TO Tell Stories to Children 

Story-telling is an art which is well worth the mother's while 
to acquire. Indeed, it would be a blessed thing for children 
if every mother could be a high-class amateur story-teller. 
Many writers have given plain directions for attaining pro- 
ficiency in story- telling. A few simple rules are fundamental: 

1. The story should have an introduction, which should he brief 
and definite. This is an example: "There is a story in the Bible 
about a boy named Joseph." (Then follows the story.) Or, 
"Once there was a good shepherd. He loved his sheep and 
they loved him and ran to him when he called." (Then the 
story.) Avoid introducing a story by asking the child ques- 
tions, as his answers may lead far away from the theme of the 
story. 

2. The body of the story should consist of a succession of in- 
teresting incidents closely connected with each other and definitely 



122 THE MOTHER-TEACHER OF RELIGION 

related to the main theme. For children of preschool age the 
stories must be relatively simple; that is, they should not intro- 
duce many characters nor too comphcated a train of events. 
The story should not be long, usually not more than will go on 
a page of an ordinary book; often it may be much shorter than 
this. 

3. The story should usually lead to a climax; that is, to some 
interesting happening in which the whole train of events culminates. 
From the beginning the story-teller must keep this climax 
steadiJy in mind, and the thread of the story must lead directly 
to it, shutting out irrelevant details such as would distract 
from the main line of thought. If the story is to be graphic, 
it must lead to this climax, and not simply relate a series of 
incidents that do not come to anything in particular. 

4. // the story uses a conclusion, this should he brief, and should 
not moralize. Some stories may end with the climax. Others 
may have a sentence or two following to ease the mind down 
from the climax. For example, in telling the story of the find- 
ing of the baby Moses, the conclusion after the climax is reached 
may simply be: ''Then the mother took her baby home with 
her. She was happy to care for him again and to keep him 
safe from danger." 

The Test of a Story 

In order to be a success the story must be interesting to the 
child; no matter how ''good" a story it may be, this is the 
final test. Mother was telling Mary Ellen a story, but the 
child did not seem to be enjoying it as much as mother thought 
she ought to; so she said, "What makes you wiggle so when 
mother is trying to tell you a story?" Mary Ellen replied, 
"P'r'aps if you'd tell something int'restin', muvver, I wouldn't 
wiggle so much." 

The story must be well told if it is to have the best effect. 
In spite of the story the kindergarten assistant was telling the 



PICTURES AND STORIES 123 

children, several were whispering and finally a whimper was 
heard, ''Jackie pinched me." The assistant said, "If you chil- 
dren can't behave, I won't try to tell you a story." What was 
the trouble? The story was really a very interesting one, but 
it was not well told. She forgot several times and had to go 
back, which is disastrous to any story. And in trying to keep 
in mind the succession of incidents, her attention became so 
fixed on the story that she was unmindful of the fact that she 
was losing the children's interest and the happy response she 
might have had in their eager faces. 

Stories with unhappy incidents or sad endings should not 
be told the little child. Tragic situations, such as the picturing 
of a death, an accident or great suffering leave images in the 
tender mind which are like barbs in the flesh. The crucifixion 
of Jesus should not be brought to the young child. "He gave 
his life" is enough at this stage. The picture of his loving 
service, his kindly deeds, his friendship, and his goodness are 
the images the child's mind should first receive, leaving the 
tragic element for a later age. 

Lessons from Stories, Rimes, and Pictures 

Some of the most effective lessons the child ever gets in 
being polite, kind to his pets, good-natured to those about 
him, etc., may come from story-rimes and pictures. There are 
available many artistic little books of this nature, and they 
should be freely put into the hands of the young child, the 
pictures shown and their story-rimes read or told to him. When 
he begins to read, these stories will be to the child a new delight 
as he reads them for himself. The following are typical: 

A Discovery 
I went one day to get a drink, 
And then I happened just to think, 
That cats and dogs and bunnies too, 
Drink water just like me or you. 



124 THE :\IOTHER-TEACHER OF RELIGIOX 

The cat said, "Mew"; the dog, "Bow-wow!" — 
What did they mean to ask me now? 
And then I happened just to think 
They might be asking for a drink ! 

TJioKgJitfuhiess 

Mother's asleep, and I must keep 
Still as a mouse aroimd the house. 
Quietest toys — ^make no noise, 
Mother's asleep, and I must keep 

Still as a mouse around the house. 

This rime can be varied to include father, sister, brother, 
or the baby. It may have "we" substituted for 'T''' when 
there are more than one child; or 'Vou"" for 'T" when the parent 
wishes to speak directly to the child. 

Five-year-old John seemed bent on slamming the door in- 
stead of shutting it qtiietly. ^lother had spoken to John about 
it. but he often failed to remember. At Christmas time his 
aunt sent John that very interesting book. TJie Goops and Hon' 
to Be Them. This is one of the Goop rimes: 

Little scraps of paper, 

Little crumbs of food 
^lake a room imtidy 

Everi-where they're strewed. 

Can you blame your mother 

If she looks severe 
"When she says, 'Tt looks to me 

As if the Goops were here": 

Mother did not have to talk any more about slamming doors. 
John did not want to be a ''Goop."^ 

^The Goops. Published by Frederick A. Stok^, New York. Used by 
permission. 



PICTURES AND STORIES 125 

The Child Who Forgot to Wash His Face^ 

The child forgot, very often, to wash his face. There were 
a number of children at his house, all younger than he, who 
had to have their faces washed for them, so the mother could 
not always attend to him. He had a fine little wash-cloth of 
his own that his grandmother had knitted, but he often forgot 
to use it, which made his grandmother sad. 

This special morning the child ate jam on his toast for break- 
fast. Oh, he was very untidy indeed, for there was jam on 
his blouse and on the tip of his nose and on his mouth when 
he finished breakfast! But he never remembered to use his 
wash-cloth and he jumped down from the table and ran out- 
doors to play. 

Just outside the door, on a tree in the garden, hung the child's 
yellow canary in a pretty gilt cage. The bird was very tame. 
When the child whistled and put his finger in the cage, the 
yellow canary would light on it and sing. But this morning it 
paid not the slightest attention when the child called. The yellow 
canary was taking a bath. It had a white saucer full of crystal 
water, and it dipped its little body in and lifted up its head 
with the drops shining on its feathers like diamonds in a gold 
setting. 

So the child went farther on, until he came to his pussy cat 
sitting in the path. She nearly always followed the child, 
running after a string and ball which he carried in his pocket 
for her to play with. This morning, though, the pussy cat 
would not so much as look at the child. She was very busy 
indeed, washing the milk from her whiskers with one velvet 
paw and her little velvet tongue. She did not even purr when 
the child stroked her furry back. 

So the child went still farther on until he came to the pond 



^ From Stories for Sunday Telling, Carolyn Sherwin Bailey. The Pilgrim 
Press,' Boston. Used by permission. 



126 THE MOTHER-TEACHER OF RELIGION 

at the end of the garden where the ducks lived. His pockets 
were full of bits of bread for the ducks. He often tossed their 
breakfast out into the water, and the ducks swam to him and 
gobbled up the crumbs in their bills and quacked, ''Thank you." 

To-day, though, the ducks did not seem to see their break- 
fast. At the other end of the pond they were dipping their 
green selves down in the water, until all the child could see 
was the tips of their pointed tails. Then they hfted them- 
selves out of the water and shook a shower of drops from their 
green feathers. The ducks were taking their morning baths. 

'T wonder why no one will play with me," thought the child. 

Then he looked down in the mirror of the pond, and he saw 
that he had not washed his face. 

"Why, perhaps it is because I am dirty," he said. 

And the child ran home to use his grandmother's wash-cloth. 

Fairy Stories and Stories oe Adventure 

Children universally hke fairy stories, and the fairy story 
may be used to impress many good lessons while they are at 
the same time giving enjoyment. Fairy stories usually deal 
with little problems of work, kindness, or service. The "good" 
fairies and the "bad" imps or ogres are set in sharp contrast, 
with the good made sufficiently attractive to win the child's 
approval. For the time being the child in his fancy himself 
becomes the fairy who has brought happiness or done a kind- 
ness to another, or he may be the good child who has won the 
help of fairy or brownie. He lives in the story and his soul 
stretches and grows somewhat from the experience. A caution 
should be observed at this point, however, not to allow mere 
imaginings to take the place of performing actual deeds of 
kindness and service. Along with the impressions received 
from such story sources there should be opportunities for 
abundant expression of the qualities and acts admired. 

On through childhood, well chosen stories continue their 



PICTURES AND STORIES 127 

appeal and their beneficent influence. Stories of brave deeds 
— the adventures of brave knights and beautiful ladies who 
lived in olden time, call forth the desire on the part of the lad 
to be brave and chivalrous and on the part of the maiden to 
be fair and kind and beautiful, worthy of the wonderful knight 
on his dashing white steed. 

The mother who knows how to select and use stories for 
her children has the problem of their upbringing half solved. 

Books for mothers: 

Mother Goose. 

The Good Wolfe, Frances Hodgson Burnett. PubHshed by 
Moffat Yard & Co., New York. 

Little People, Aiken. PubHshed by David McKay, Phila- 
delphia. 

The Goops, Gelett Burgess. PubHshed by Frederick A. 
Stokes & Co., New York. 

Rhymes for Kindly Children, Fairmont Snyder. Published 
by P. F. Volland & Co., Chicago. 

Where to get pictures: 

Brown Picture Company, Beverly, Massachusetts, and 

Thomas Charles Company, Chicago, IlHnois. 
The Perry Picture Company, Maiden, Massachusetts. 
W. A. Wilde Pictures Company, Boston, Massachusetts. 

Books on story telling: 

For the Story TeUer, Carolyn Sherwin Bailey. PubHshed by 
Milton Bradley Company. 

How to TeU Stories to Children, Sara Cone Bryant. Pub- 
lished by Houghton MifHin Company, Boston. 

Stories and Story TeUing, Edward Porter St. John. Pub- 
lished by The Pilgrim Press, Boston. 



128 THE MOTHER-TEACHER OF RELIGION 




SPRING. (Knous) 



CHAPTER XII 
STORIES AND PICTURES FOR THE YOUNG CHILD 

To the little child Easter will mean the coming of spring. 
Now the sun shines warm and bright. All winter long the 
httle seeds and roots of plants have been tucked away by 
Mother Earth; they have been sleeping in their brown satiny 
beds, safe and warm. 

The Message of Spring 

Now spring has come. She calls the Uttle seeds and the 
roots to leave their brown, satiny beds and come out into the 
sunshine. The Httle seeds and roots hear the call of spring 
and come up out of the ground in the form of little plants, 
and soon flowers will grow and blossom. We search for the 
early spring flowers, the violet, the hepatica, the crocus; along 
by the streams we find pussy willows growing on the trees; 
the grass is turning green; the birds are twittering and flying 
about; they are building their nests; they are getting ready for 
the little baby birds that come from the eggs of the mother birds. 

The mother may use these concepts in the coming of spring 
as a background in teaching lessons about God's love and good- 
ness. By the use of pictures, stories, and songs the child may 
learn how God, the heavenly Father, has taken care of the 
birds, the seeds, and roots of plants all through the winter, 
and now he is sending the warm rain and the sunshine to make 
little seeds and plants grow. The child learns that God has 
given us the sunshine, the flowers, the trees, and the birds — 
all the beautiful things in nature and the world around us. 

Easter means resurrection, but it is only when the child is 
old enough to understand about the life and death of Christ 
that the resurrection of our Saviour can be understood in its 
real significance. 

129 



I30 



THE MOTHER-TEACHER OF RELIGION 





the Pussy-Willoiv Grei 

One night the fairy Queen had all her 

fairies gathered around her. She was 
telhng them how thankful they should 
be that they were happy and that they 
had such a beautiful world to Hve in. 

"And this is the reason for your hap- 
piness," she explained. ''You do good 
and bring happiness to others and are 
always busy. If you did not work and 
had nothing to do but look around for 
amusement, you would soon become rest- 
less and dissatisfied and long for things 
that others have. But, of course, fairies 
never long for things that children have, 
so all this talk is quite needless." 

When the Queen finished speaking she 
saw one httle fairy looked ver}'- grave and 
did not smile and dance about with the 
others. 

This fairy was called Dewdrop, because 
it was her duty every morning just be- 
fore sunrise to gather drops from^ the 
river and put them on all the flowers, 



FOR THE YOUNG CHILD 131 

and she was usually the gayest of the fairies, so the Queen 
called to her and asked: 

^What makes you so sad, my Dewdrop? Is there not plenty 
of water in the river-beds for your beautiful flowers?" 

''Oh yes, my Queen," answered Dewdrop. ''There are plenty 
of drops for my flowers, but I am unhappy because of some- 
thing I want and I know I cannot have." 

"Tell me about it," said the wise Queen. "Perhaps I can 
help you," and she drew Dewdrop close to her side and listened 
to her story. 

"One morning when the south wind and gray cloud brought 
rain to my beautiful flowers," Dewdrop began, "I did not have 
any work to do, so I sat under a big leaf and watched the rain 
falling. I was in a garden, and a house stood near. By and 
by a little girl came out and called 'Kitty, kitty,' and the dearest 
little kitten came running up the path, meowing and swinging 
its tail. The little girl rolled a spool across the porch and the 
kitten chased it. Then it jumped through her clasped hands 
and chased its tail, and then it ran up the httle girl's dress to 
her shoulder and sat there, with its head nestled in her 
neck." 

"But why should this make you so sad, my Dewdrop?" 
asked the Queen. 

"Tell her, Dewdrop," said one of the other fairies, for all of 
them had gathered around while Dewdrop was talking. 

"Yes, tell the Queen," said another. 

"You see, dear Queen, we all want a kitten to play with," 
said Dewdrop, "and every time one of us sees a little girl with 
a kitten we are unhappy." 

The Queen looked very grave, for never before had her fairies 
wanted anything children possessed, but she did not scold. 

After waiting a few minutes the Queen spoke: "I will not 
promise you anything," she said, "but meet me to-morrow 
night down by the river when the clock strikes the last stroke 



132 THE MOTHER-TEACHER OF RELIGION 

of twelve, and if the moon is shining, I may have something 
for you." 

"Oh. you dear, good Queen!'' cried all the fairies at once. 
"It mil be something nice, we know.'' 

"Perhaps," answered the Queen, smihng. "Now scamper 
away, every one of you, and do your work with smihng faces." 

The next night the moon was shining, and the Queen could 
be seen — that is, if one had fairy eyes — flitting along the banks 
of the river, back and forth, back and forth, fl}"ing in there 
and out here, and as busy as two Httle fairies could have been 
on their busiest night. 

"There!" she exclaimed, after a while, "I think there mil be 
enough for each to have one." Then she stepped into her 
chariot and waited. 

The last tone of the last stroke of the midnight hour was 
dying away when the fairies appeared by the river and looked 
about for their Queen. 

"There she is," said one. catching sight of the shining chariot 
under a bush. 

"What is it you have for us?" they all asked, running to the 
Queen. 

The Queen led them nearer the bank of the river and showed 
them slender brown bushes with tiny gray tufts, soft and slick- 
looking. 

"But what are they?" asked the fairies. 

"Stroke them and see," said the Queen. 

Each httle fairy touched a soft, gray tuft mth her tiny finger. 
"Me-ow, me-ow," came softly from each tiny gray tuft, and 
then the gray tuft stretched out and a tiny head appeared, and 
a tail and four httle paws could be seen. 

"Oh! Oh I The darhngsl" cried all the fairies. "They are 
our kittens, our dear little pussy cats we had mshed for so long." 

Each httle gray pussy sat up and looked at her mistress, and 
then one fair>^ rolled a grain of sand (of course they looked 



FOR THE YOUNG CHILD 



133 



very large to a fairy kitten) , and all the little gray pussies scam- 
pered down from the bushes and did all the tricks for the fairies 
that mortal kittens do for their little mistresses. 

When the first streak of light showed in the sky all the gray 
pussies scrambled back to the bushes, curled up, and went to 
sleep, and there they sleep every night until the last tone of 
the last stroke of the midnight hour dies away, and then if 
you can see with fairy eyes you will see each little gray mite 
stretch out and sit up and me-ow for her little fairy mistress 
to come and play with her. 

We call them pussy-willow bushes, but the fairies call them 
their little gray kittens. 

(From Told By the Sandman, by Abbie Phillips Walker. Used by permis- 
sion of author, and publishers, Harper & Brothers, New York.) 



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1. In the ear - ly days of spring, Pus - sy wil - low, pus - sy 

2. And you wear a vel - vet gown, Pus - sy wil - low, pus - sy 



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wil - low, When the birds be- gin to sing. Pus - sy wil - low,we find you. 
wil -low, That is soft as ei- der down. Pus - sy wil- low,we love you. 



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(From Songs For A Little Child) 



Where to go for stories and lessons and songs: 

''The Coming of Spring," from the Beginners Book in 



134 THE MOTHER-TEACHER OF RELIGION 

Religion, by Edna Dean Baker. Published by The Abingdon 
Press, New York. 

^'The Lily's Message," from A First JPrimary Book in Reli- 
gion, by Elizabeth Colson. Published by The Abingdon Press, 
New York. 

Songs For the Little Child, by Clara Belle Baker and 
Caroline Kohlsaat. Pubhshed by The Abingdon Press, New 
York. 



^ — ^ H — ^ — « — p_^ — « — n- 






1. Love - ly spring time now is here, Skip and sing, skip and sing; 

2. When the grass and leaves are green Spring is fair, spring is fair 



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Hap - piest time of all the year Is the love - ly spring. 

When the lit - tie birds are seen, Fly - ing in the air. 

The first verse may be sung as a chorus. 

(Words by Mollie Stumbaugh, a little blind girl. Music by George B. Loomis. 
From Loomis's Progressive Music Lessons, Number 2, Copyright, American Book 
Company, Publishers.) 



Finding God Through Nature 

Nature stories bring the child into a close relationship with 
the little creatures that cannot talk. The Uttle child naturally 
loves the birds, and the bunnies, the squirrels and kittens; he 
likes to handle them, but he needs direction, for he does not 
xealize these Httle creatures are as frail as they are. In caring 
for these Httle creatures the child learns that the heavenly 
Father is pleased with him; in time he may realize in a way 
that the love and care he gives to his pets is something like 
the love and care his father and mother give to him. And the 
heavenly Father lov.es and cares for us all. 



FOR THE YOUNG CHILD 



135 




^as-iii^u..i^aik^a__..^f ^ »,*vv^^,.s-),^.^. 



ROBIN REDBREAST (Munier) 



136 THE MOTHER-TEACHER OF RELIGION 

The Cozy Little Nest 

One day two little birds were sitting in the old apple tree. 
They were Father and Mother Robin Redbreast. They were 
talking about the little cozy nest they were going to build. 
Mother Robin said, ''Where shall we build our cozy Httle 
nest?" 

Father Robin said, "Let us build our cozy little nest high 
up in the tree, so high that Tabby Gray cannot get it." 

"That will be a good place," said Mother Robin. 

Then Father and Mother Robin were very busy. They 
gathered little sticks and straws for the cozy little nest. They 
went to the chicken yard for feathers. 

"May we have some feathers," they asked Mrs. Specklety 
Hen. 

"0 yes, you may have some feathers; I do not use feathers 
for my nest. I make my nest of hay." 

And the pigeons said, "Coo, coo! we should like to give you 
some feathers too." 

Everyone wanted to help. 

Every day Mother Robin Redbreast would place an egg in 
the cozy little nest. And now there are four blue eggs in it. 
Mother Robin will sit on the eggs and keep them warm, while 
Father Robin brings food for her. Some of the time Father 
Robin will sit on the eggs. When Father Robin sits on the 
eggs Mother Robin flies away to find worms and seeds for them 
to eat. 

Soon there will be four little baby birds for Father and 
Mother Robin Redbreast to feed. It will keep them busy to 
feed so many babies. 

Other stories: 

"The Wee Nest" and "The Brown Birds" from A Story 
Garden For Little Children, by Maud Lindsay. Published by 
Lathrop Lee & Shepard Co., Boston. 



FOR THE YOUNG CHILD 



137 



''What Robin Told." A poem from Songs of the Tree-Top 
and Meadow collected and arranged by Lida Brown McMurry 
and Agnes Spofford Cook. PubHc School PubHshing Company, 
Pubhshers, Bloomington, IlHnois. 

"Out of the Nest," from More Mother Stories; by Maud 
Lindsay. Milton Bradley Company, PubHshers, Springfield, 
Massachusetts. 



Robin Redbreast 
Words and melody adapted from an old song. 




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-#- -#- -#- -#- .0. 

1. Oh, Rob - in, Rob - in Red - breast, Oh, Rob - in, Rob - in dear; You 

2. Oh, Rob - in, Rob - in Red - breast. Oh, Rob - in, Rob - in dear. What 

3. I sing a - bout the sun - shine, I sing a - bout the nest; I 



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sing so ver - y sweet - ly In the spring-time of the 
'" the song you're sing - '""" in fTia c,rv»-;nn-_f ima ^f 4-v.a 



LJ AAA VAA\^ U^A lU^- VXXXXV^ VJL VU^ J QStY • 

ing In the spring-time of the year ? 



sing a - bout the four blue eggs My mate has 'neath her breast. 



Note. — When the song has become famiHar to the child, it 
may be used as a little singing dialogue between mother and 
child. The child takes the part of the robin; the mother sings 
the first two verses in the form of questions. 



Activity : 

Flying like the robin with arms outstretched with birdlike 
motion, mother and child play they are robins. 



138 THE iMOTHER-TEACHER OF RELIGION 




^r^..' 



TWO .MOTHERS AND THEIR FA.MILIES (Gardner) 



FOR THE ^'OUNG CHILD 



139 



Two Mothers and Their Families 

One day a mother hen and her baby chickens were scratch- 
ing for their breakfast. They were scratching right in front 
of the door. The door was open. Mother hen said, ''Cluck, 
cluck, cluck, cluck," which meant "The door is open, let's go 
in; maybe we can get something to eat without scratching." 
The child has scattered some bread crumbs on the floor. 
Mother hen and the baby chickens are eating them. 

Mother is telling the child how the mother hen loves and 
cares for her baby chickens. She watches over them so that 
nothing shall hurt them. I wonder what happened to the two 
little chicks just coming in? Perhaps they didn't mind mother 
at once when she said, "Cluck, cluck." You know little chick- 
ens must learn to mind their mothers just as little boys and 
girls do. There is a little baby too in the room. You cannot 
see it very well. It is in the cradle. Mother, sitting on a low 
stool has been rocking the baby to sleep. When baby chickens 
get sleepy they cuddle up close to their mother under her 
wings. Shall we sing the Httle song about the chickens? 

Little Chickens 



Clara Bblle Bah 

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Hear them 


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chickens; Hear them peep, peep, peep, Un-der mother's wings they creep 



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(From Songs For A Little Child) 



I40 THE MOTHER-TEACHER OF RELIGIOX 




••YOU'RE XO CHICKEX" (Paton, 

One day two little chickens were running along by the side 
of the house. They were hunting for worms. Just then they 
saw something hopping, hopping toward them. It wasn't a 
worm, but they didn't know what it was. They stopped and 
looked at it. They had never seen anything Kke this be- 
fore. They said. "You're no chicken. And you're no 
worm." 

\\Tiat was it they saw in the path by the side of the house? 
A frog. What do you think the frog would say to the little 
chickens? I think he would say. "Ker chunk I ker chunk! ker 
chunk!" which means, "Xo, I'm no chicken; but I can s\\'im 
and I can dive. I am on my way to the pond now." 



FOR THE YOUNG CHILD 141 

The Chickens 

Said the first little chicken 

With a queer little squirm, 
''I wish I could find 

A fat Httle worm!" 

Said the next little chicken 

With an odd little shrug, 
^T wish I could find 

A fat Httle bug!" 

Said the third little chicken 

With a faint little moan, 
"I wish I could find 

A wee gravel stone!" 

'^Now see here!" said the mother, 

From the green garden patch, 
"If you want any breakfast, 

Just come here and scratch!" 

(From Songs of the Tree-Top and Meadow, by Lida Brown McMurry and 
Agnes Spofford Cook. Used by permission of the Public School Publishing 
Company, Bloomington, Illinois.) 

The sheep are eating the fresh green grass in the pasture. 
Sheep and little lambs are like little boys and girls; they need 
some one to watch over and care for them. You know how 
father and mother take such good care of you; so the shepherd 
man watches over his sheep; he is near them all the time. He 
won't let anybody or anything come near to harm them. See 
the dog Rover. I think he too is helping. If Rover should 
hear or see anything coming, I think he would say, "Bow 
wow, bow wow!" He says just as plainly as he can, "Go away, 
you can't come near my sheep." I wonder if you can tell me 



4^ 



THE :\IOTHER-TEACHER OE RELIGIOX 




THE SHEPHERD AXD HIS SHEEP ^Mauve) 

what the httle lambs say? iBaa baa.' To-night when father 
comes home shall we tell him what little lambs sav? 



A Sheep Story 

Here is a picture of sheep in the pasture: some are King 
down and some are standing up. You are getting to be such 
a big boy for girl) that now you can count those that are stand- 
ing up. can't you? (Child counts.) Some day you will be so 
big you can coimt all the others too. One of them is looking 
right at you. Would you like to name this sheep? (Child 
may like to name the sheep. Mother makes suggestions or 
encouraging comments.) That's a good name. Some times 
when the shepherd cannot take care of the sheep the shepherd 
woman watches over them. Do you see the dog? He is 
watching over the sheep while the shepherd is away. He 



FOR THE YOUNG CHILD 



143 



"(lW!;'lMi""i:«»"'<"Wa 




A CONTENTED FLOCK (Bonheur) 

is watching over the sheep so that nothing shall come near 
to harm them. 

Shall we sing the song about the shepherd and his sheep? 



Old Folk Melody 



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Lit - tie lambs so white and fair Are the shep-herd's constant care; 



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Now he leads their ten- der feet In - to pas- tures green and sweet. 



144 THE MOTHER-TEACHER OF RELIGION 

In an evening story the mother has told how the heavenly 
Father watches over us, how he cares for us while we sleep. 
This song might be sung as a prayer: 

''Jesus, tender shepherd, hear me; 
Bless thy little child to-night; 
Through the darkness be thou near me; 
Keep me safe till morning light." 

Note. — For music see Story, "Jesus as the Good Shepherd." 

The Woolly Coat 

Did you ever say to mother on a warm day in the spring, 
"Mother, this coat is too warm to-day; it's hot out of doors?" 
Mother says: "I didn't know it was so warm; spring must be 
coming." 

The sheep too has been wearing his woolly coat all winter. 
He has been saying for some time, "Baa, baa! this coat's too 
warm. Baa, baa! Mr. Shepherd, I can't run and play; my coat 
is so warm!" 

So in the picture the man is cutting off the sheep's woolly 
coat. See his big shears! It doesn't hurt a bit, you know. 
It doesn't hurt any more than when you have your hair cut 
off. How good the sheep will feel when it is all cut off! 

Now, what do you suppose will be done with this woolly 
coat that the man has cut off? Why, Jimsy Lad (substitute 
the name of the child), your nice warm mittens and your stock- 
ing-cap that you pull down over your ears, and your snug win- 
ter coat were once upon a time the woolly coat of some nice big 
sheep. Who knows but that Flossy (or the name the child gave 
the sheep) herself wore it! It's nice to think she did, isn't it? 

Prayer : 

Dear heavenly Father, we thank thee for the white woolly 
sheep that gives us our warm coats and our caps and our 
mittens and all the nice things we wear. Amen. 



FOR THE YOUNG CHILD 



H5 




Used by the courtesy ot Milton Bradley Company 

SHEARING THE SHEEP 



146 THE MOTHER-TEACHER OF RELIGION 

Another story: 

'The New Red Dress," by Cora E. Harris. From The Story 
Hour, by Carolyn Bailey and Clara M. Lewis. 

The Bunnies 

See Mother Bunny with her baby bunnies! How many babies 
has she? Let us count them. One-two-three-four-five. What a 
big family! See what bright eyes tiiey have! What do you 
suppose makes their ears stand up so straight? Rabbits are very 
timid, you know, so they listen all the time. Sometimes a dog 
comes running along, and when he sees the rabbits he chases them. 
Of course the dog doesn't know it is wrong to chase rabbits. 

When bunny hears a strange sound off he scampers. One 
of them looks as if he heard something now. (Help the child 
to find the bunny sitting on his hind legs with ears straight 
up.) See the little bunny close to his mother. Perhaps he is 
telling her something. And see the funny little bunny with 
his paws up to his face. I think he has eaten his supper and 
now he is washing his face. They have found some clover 
on the ground. Bunnies like other green things to eat. Carrots 
and cabbage and bread are good for bunnies to eat. 

Five Little Rabbits 
Five little rabbits This one says, 

Under a log. "I'm not afraid!" 

This one says, This one says, 

'T hear the dog!" "Keep in the shade." 

This one says, The man passed by 

'T see a man!" "We're still alive." 

This one says, Said the funny little rabbits 

"Run while you can!" And they ran, all five. 

(From Character Building Readers, by Ellen E. Kenyon- Warner. Used by 
permission of the publishers, Hinds, Hayden and Eldredge, New York.) 

Note. — ^This little poem might be used for a finger play holding 
up in turn the fingers and thumb of one hand. 



FOR THE YOUNG CHILD 



147 




AN INTERESTING FAMILY (Carter) 



148 



THE MOTHER-TEACHER OF RELIGION 



Activity: 

Making rabbit's ears by holding up two fingers. 



The Bunny 



P 



-R-^--!- 



t^ ' #- 



Bun - ny, pret-ty bun - ny, why raise your long ears? You know me, lit - tie 




bun - ny, and what need for fears? I give you green cab - bage and 




I 



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N .^ ^ ■' 



■A-HV- 



1 



•—*—•- 



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tt: 



carrots and bread. And lit - tie house to live in with leaves for a bed. 

^ -^» — If:— ^ — , P r - ^ 



f=± 



m 



(From Songs For A Little Child) 



FOR THE YOUNG CHILD 



149 




BRINGING HOME THE NEW BORN CALF (Millet) 



The Baby Calf 

Do you see the Kttle baby calf that the men are carrying? 
Early one morning the father went out to the pasture; he went 
out to the pasture to milk the cows. Right beside its mother 
there was the Httle new baby calf. Molly Moo Moo, the 
mother cow, looked as if to say, "See my baby. See my 
baby!" 

Father said, "Yes, I see your baby, Molly Moo Moo. I 
think we'll take your baby to the barn. It will be warm and 
comfortable in the barn." 

See how carefully they are carrying the Baby Moo Moo! 



150 



THE MOTHER-TEACHER OF RELIGION 



Molly Moo Moo is walking behind. She is kissing her baby. 
I think she is saying, "Don't be afraid, my baby; the men will 
take you to the barn; it wiU be warm and comfortable in the 
barn." The woman mth the cap on her head is sa>dng, ''Don't 
be afraid Baby Moo Moo; we love Kttle babies." 




A VISIT TO THE BARX 



Baby Moo Moo 

One morning father said, ''Children, how would you like to 
go out to the barn and see Baby Moo Moo?" Betty said, "I 
want to see Baby Moo Moo." Timothy Lad said, "I go too, 
daddy," and Billy just ran out to the barn to be the first one 
to see Baby Moo Moo. Do you think Betty and Timothy are 
a Httle bit afraid? They are standing behind Billy. Billy has 
his hand up to pat Baby ]\Ioo ]\Ioo. Baby Moo Moo likes to 
be patted. What do you think Billy is saying to Baby Moo 
Moo? See how quietly the mother cow is standing. She is 
saying to herself, *'Kind little children may play with my 
baby. I know they will not hurt my baby." 



FOR THE YOUNG CHILD 



15T 




MILKING TIME (Dupre) 

Milking the Cow 

See the maid milking the cow. What do you see in the 
pail? It is brimming full of white, warm milk. I think Betty 
and Timothy and Billy will have some fresh milk for break- 
fast. Fresh milk helps Httle girls and boys to grow strong so 
that they can run and jump and have a great deal of fun. 
Shall we tell the story about ''the friendly cow"? 



The Cow 

The friendly cow, all red and white, 

I love with all my heart. 
She gives me cream with all her might, 

To eat with apple tart. 



152 THE MOTHER-TEACHER OF RELIGION 

She wanders lowing here and there, 

And yet she cannot stray 
All in the pleasant open air, 

The pleasant light of day. 

And blown by all the winds that pass 

And wet with all the showers, 
She walks among the meadow grass 
And eats the meadow flowers. 

(Robert Louis Stevenson.) 
Note. — The first verse only might be used until the child is 
five or six 3^ears of age. The mother enjoys saying these lines 
over and over to the child, who will one day be saying them too. 

A little child's grace : 

Dear God, I thank you for the nice fresh milk from the bossy 
cow. Amen. 




CAN'T YOU TALK (Holmes) 



FOR THE YOUNG CHILD 153 

CanH You Talk 

One warm sunny day, Baby Carol climbed out of her little 
bed. She crept out to the porch. Patsy dog had been taking 
a nap. When the dog heard Baby Carol coming she sat up and 
looked at the baby. The baby likes Patsy. Patsy likes Baby 
Carol too. See how the dog looks at her! Baby is looking up 
into the dog's face as if to say, "Can't you talk?" I think 
Patsy would like to say: "You are a good baby. If I could 
talk, I would tell you about the baby puppies out at the barn. 
Some day I will bring them to the house for you to play with. 
Would you like to play with the baby puppies? No, I can't 
talk, I can only say, 'Bow-wow, bow-wow.' " 

The Tea Party 

Once upon a time there was a little girl and her name was 
Dorothy. She was just about as old as you are. One day it 
rained, and rained, and rained. Of course Dorothy couldn't 
go out to play when it rained, could she? She played with 
her dollies. She gave a little tea party and all the dollies were 
there^ Sarah Sue, the rag doll, was there too. Of course she 
never told me so, but I think Dorothy loved Sarah Sue more 
than she did Anabella Jane, the big wax doll that Aunt Alma 
brought her from the city. At least she played with Sarah 
Sue more than she did with Anabella Jane. And let me tell 
you, some other folks too came to the tea party besides the 
dolls. I wonder if you can guess who they were? Yes — Peter- 
kin, the puppy, and Muffet, the little black-and-white kitten. 

Peterkin said he would have his tea mostly milk and drank 
a whole saucerful. Muffet said she didn't like tea (which was 
only water you know), and she had milk at home. The dolls 
were the only ones who seemed to care for the tea. Being 
very polite, they didn'^t say anything. 

When bedtime came mother said she would leave the kitten 
and the puppy in the kitchen till she had put her Dorothy to 



154 THE MOTHER-TEACHER OF RELIGION 




FAAIILY CARES (Barnes) 



FOR THE YOUNG CHILD 



155 



bed. So Dorothy said "Good night" to Peterkin, the puppy, and 
Muffet, the black-and-white kitten, and invited them to come 
again to her tea party. Dorothy was ready for bed. She had 
said her Httle prayer thanking God the heavenly Father for 
her happy day and for her tea party. Just then she heard a 
funny noise. ''What's that, mother?" Just then a little soft 
scratching again on the stair carpet, and when she opened the 
door there stood Muffet. 

"Let me take Muffet downstairs, won't you, mother?" 
And when she had gone part way down the stairs there was 
Peterkin trying to come upstairs. They wanted to play again 
with Dorothy. But Dorothy knew that kittens and puppies, 
just like Httle boys and girls, must go to bed early and get plenty 
of sleep. So she put Peterkin and Muffet to bed and then ran 
back for mother to tuck her in and kiss her good night. 




WIDE AWAKE (Adams) 



156 



THE MOTHER-TEACHER OF RELIGION 



TJie Three Kittens 

Once upon a time there were three Httle kittens. Their 
names were Muffet, Fluffy, and White-Foot. They lived in 
a basket under the porch. 

Their mother's name was Tabby Gray. One day Mother 
Tabby Gray said, 'Tf you mil be good children, I will bring 
you home something good for dinner," and off she ran to the 
barn. For a while the three Httle kittens were very quiet. 
Then Muff'et said, 'T hear mother coming," and she sat up as 
straight as straight could be. Fluffy said, 'T see a fly, to catch 
it I will try." But just then Mother Tabby Gray came 
home and soon they were having a good time eating their 
dinner. 

Stories about kittens : 

^The Three Little Kittens That Lost Their Mittens." ''Mrs. 
Tabby Gray," from Mother Stories, by Maud Lindsay. 



I Love Little Pussy* 



Old Folk Melod^ 



iS: 



53E? 



t=t 



I love lit - tie 



pus - sy, 



Her coat 



so warm, 



^ 



I 



t-J^ 



-m- -w- 

And if I don't hurt her, She'll do me no harm. 



Note. — For the old folk melody by Elliott see The Mother 
Goose Melodies, published by ]\IcLaughlin Brothers, New York, 
or The Most Popular Goose Songs, published by Hinds, Hayden 
& Eldredge, New York. 



FOR THE YOUNG CHILD 157 

Autumn Pictures and Stories 

The autumn and winter offer many opportunities to lead 
the child into a fuller and richer appreciation of nature and 
enjoyment of the things about him. While the religious mean- 
ing of his environment should not be forced, the child should 
constantly be led to think of God and feel his presence in all 
that he is interested in and enjoys. 

A Talk About the Trees 

(This story-talk should be used in the autumn when the 
leaves are falling.) 

All summer long the little green leaves have been swinging 
in the wind. All summer long the httle green leaves have been 
dancing in the sunshine. The little green leaves have had a 
good time talking to the birds which came to build their nests 
in the trees. All summer long the little leaves have worn 
their pretty green dresses. But one day it begins to get cold. 
Father Tree says to the little leaves, 'Tlay time is nearly over, 
dear children; you had better put on your winter night dresses. 
You are so sleepy, little Yellow Leaf, and you, little Brown 
Leaf! And you, little Red Leaf, why! you can hardly keep 
your eyes open! I think it is time all you little children went 
to bed." 

Now, what do you suppose these little leaf children said? 
I am afraid they must have been hearing the way little girls 
and boys sometimes talk. Little Yellow Leaf said, ''O father, 
it is such a pleasant day, we do not want to go to bed." 

"Can't we play for just a little longer?" coaxed little Brown 
Leaf. 

And little Red Leaf hoped that Father Tree would forget 
all about sending them to bed. 

But the very next day Father Tree said, ''Come, children, 
it's time to go to bed!" The wind shook the tree; the little 



158 THE MOTHER-TEACHER OF RELIGION 

leaves fell softly through the air. Soon all the little leaf chil- 
dren were lying on the ground. There lay little Yellow Leaf 
and little Red Leaf and little Brown Leaf. They lay very 
quietly on the ground. Soon it began to snow. The snow 
covered them over with a white blanket. The wind cannot 
blow them about when they are covered with the pretty snow 
blanket. The blanket kept them snug and warm. Then Father 
Tree said, "Good night, dear Httle children!" And little Yellow 
Leaf, Brown Leaf and Red Leaf replied ''Good night, dear 
father; it's so nice to go to bed. We are going to sleep." 
(Said in a drowsy way.) 

Note. — When the child has become familiar with the talk 
and story, the poem which follows may be read or recited. As 
early as possible, the child should hear good poetry, but it should 
be within the range of his understanding, well chosen and well 
read. 

How the Leaves Came Down 

I'll tell you how the leaves come down; 

The great tree to his children said, 
"You're getting sleepy, Yellow, Brown — 

Yes, very sleepy, little Red, 

It is quite time you went to bed." 

"Ah," begged each silly, pouting leaf, 

"Let us a little longer stay. 
Dear Father Tree, behold our grief; 

'Tis such a pleasant day 

We do not want to go away." 

So just for one more merry day 

To the great tree the leaflets clung, 
Frolicked and danced and had their way, 

Upon the autumn breezes swung, 

Whispered all their sports among. 



FOR THE YOUNG CHILD 159 

'Terhaps the great tree will forget, 

And let us stay until the spring, 
If we all beg, and coax and fret." 

But the great tree did no such thing; 

He smiled to hear their whispering. 

"Come, children, all to bed!" he cried; 
And, ere the leaves could urge their prayer. 

He shook his head, and far and wide. 
Fluttering and rustling everywhere, 
Down sped the leaflets through the air. 

I saw them. On the ground they lay. 
Golden and red, a huddled swarm, 

Waiting till one from far away. 

With bedclothes heaped upon her arm. 
Should come to wrap them safe and warm. 

The great bare tree looked down and smiled; 

''Good-night, dear little leaves," he said; 
And from below each sleepy child 

Replied, ''Good night," and murmured, 

'Tt is so nice to go to bed." 

(By Susan T. Coolidge, in Songs of the Tree-Top and Meadow. Through 
courtesy of the Public School Publishing Company.) 

Note. — This story may be used as a play story. The father 
or the mother would be the tree; the children are the leaves, 
"Yellow," "Brown," and "Red." 



Clara Belle Baker 



Gay Leaves 



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i6o THE MOTHER-TEACHER OF RELIGION 



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Whirl - ing, twirl - ing 



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(From Songs For A Little Child) 

There was a young couple 
\\Tio lived in a wood. 

Chippery, chippery, chee! 

In a tall pine tree 

Their Httle house stood. 
Chippery, chippery, chee! 

All summer long 

They came and went. 
Chippery, chippery, chee! 

They Hved in a tree 
And paid no rent. 

Chippery, chippery, chee! 

Their house was hned 
With feathers and wool. 
Chippery, chippery, chee! 



FOR THE YOUNG CHILD 



i6i 




YOUNG FREEHOLD (Carter) 



i62 THE MOTHER-TEACHER OF RELIGION 

6. With babies and nuts 

It was more than full. 
Chippery, chippery, chee! 

7. When winter came, 

With cold and snow — 
Chippery, chippery, chee! 

8. They kept them warm. 

Though the wind did blow. 
Chippery, chippery, chee! 

9. For they laid them down 

In their furs to sleep. 

Chippery, chippery, chee! 

10. In the spring they awoke. 

With a^'Cheep, cheep, cheep!" 

And a ''Chippery, chippery, chee!" 

(From The Character Building Readers, Ellen E. Kenyon- Warner. Hinds, 
Hayden & Eldredge, New York. Used by permission.) 

Birds in Winter Time 

Look at the pretty Httle birds! Can you count them all? 
Some day you will be such a big boy (or girl) that you can 
count them every one. See the birds' house. Father (or bro- 
ther) made the house for the birds and the children put it in the 
apple tree. 

When winter comes and snow covers the ground it is hard 
for the birds to find seeds and worms to eat. Then mother 
will put a pan of bread crumbs out where the birds can find it. 
Let us put some crumbs out on the window sill and watch the 
birds eat them. Our heavenly Father loves the Kttle birds, 
and he feeds them. 

Note. — ^At a kindergarten school in E a number of robins, 

blue jays, and squirrels have become very tame through the 



FOR THE YOUNG CHILD 



163 




"SPARROWS" (Laux) 



i64 THE MOTHER-TEACHER OF RELIGION 

children feeding them. They hop on the ground near the chil- 
dren with no thought of fear. 

Shall we sing the song about the snowbirds in the winter 
time? They like to have crumbs thrown to them. 

Snow Birds 

(For music see "Little Chickens," page 139.) 
Hear them tweet, tweet, tweet, 
Little snow birds, little snow birds. 
Hear them tweet, tweet, tweet, 
Let us throw them crumbs to eat. 

(From Songs For A Little Child.) 

Note. — By using the words, "little birdies, little birdies," in- 
stead of "snow birds," the song may apply to any birds. 

Grandmother has come to spend Thanksgiving with the 
children. She is holding Little Harriett in her lap. Grand- 
mother is smiHng at Baby Harriett. I think Grandmother is 
saying, "You have grown to be a big girl since I was here last 
summer." Little Harriett is looking up into grandmother's 
face as if to say: "I don't believe I remember you, but you are 
a nice grandmother." The other children are glad because 
grandmother has come to spend Thanksgiving. They love their 
grandmother. She tells them stories; sometimes she has 
"goodies" in her pocket for them. 

Grandmother 



a^^^ 



I know a dear la - dy with white, 


sil- Vry hair, As she sits and 


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knits in iier eas - y chair; She tells me the sto - ries, she 



FOR THE YOUNG CHILD 



165 



$ 



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Bings me the songs Of what she used to do when she was young. Who 



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is this dear la - dy with white silv'ry hair? She's my dear grand-moth-er. 




'GRANDMOTHER' 



1 66 THE MOTHER-TEACHER OF RELIGION 

Note. — After the song has been sung many times the child 
will enjoy singing the last line by himself, "She's my dear grand- 
mother." 

Grandmother^ s Thanksgiving Present 

It was going to be the nicest Thanksgiving Day that the 
Davis children had known for a long, long time. Dear Grand- 
mother Davis, with her gray curls and her gold spectacles and 
her twinkhng smile, was coming all the way from the farm to 
spend the day with them. It was the week before Thanks- 
giving, and the children were all planning wonderful secrets 
and all manner of delightful surprises for dear grandmother. 

'T shall make her a loaf of raisin cake," said Hilda, who 
was quite a grown-up girl now, and very clever at cooking. 

"Well, I am going to knit grandmother a white shawl," said 
EUzabeth. 'T'm sure that I shall be able to finish it in a week, 
and I know that grandmother will like a shawl better than a 
cake." 

"And what is our little Peggy going to do?" asked Mother 
Davis, patting the little girl's brown hair. Peggy was a very 
thoughtful, kind Kttle girl, even if she was only eight years old. 

*'0h, Peggy can't make anything for grandmother," said 
Hilda, quite decidedly. "She's much too small a child." 

"Yes, indeed," said EHzabeth, "but, of course, grandmother 
won't expect Peggy to do anything for her." 

"Grandmother will be happy to just see how sweet and good 
Peggy is," Mother Davis finished. "Now run along, dear, and 
play." 

So Peggy went upstairs to her own little room, but instead 
of playing with her doll, she wrinkled up her forehead and 
thought and thought, until finally she thought of something 
nice to do for Grandmother Davis' Thanksgiving surprise. 

Thanksgiving was a beautiful, sunny day, smelling of bon- 
fires and orchards and pumpkins out-of-doors, and of turkey 
and mince pie in the house. Grandmother Davis came, and 



FOR THE YOUNG CHILD 167 

everybody was happy, and everybody ate a great deal of dinner. 
When the dinner was over, Hilda brought in her raisin cake, 
which grandmother thought was the best she had ever tasted. 
Then Elizabeth wrapped her all up in a fleecy-white shawl, 
and grandmother said that she had never been so comfortable 
before in all her life. 

Last of all, Peggy slipped out of her chair at the dinner table 
into grandmother's lap. 

'T made you a Thanksgiving present, grandmother, dear," 
she said, and she pulled a little book out of her pocket. 

''Why, bless the child!" said grandmother, putting on her 
spectacles, and she began to read the book. 

It was made of scraps of wrapping paper sewed together, 
but it had a spray of red leaves painted on the cover, and it 
was labeled in printed letters: "Peggy's Thankful Book." 

The first page said, in Peggy's scribbled writing: 'T am thank- 
ful for my mother, more than anything else." Underneath 
the writing was a little kodak picture of Mother Davis that 
Peggy had taken herself. 

The next page said: 'T am thankful that dear grandmother 
is coming to see us." 

Over it Peggy had drawn a httle picture of a farmhouse and 
a country road, and she had colored the house red and the 
road brown. 

There were other pages just full of writing, and Peggy had 
put down many things that no one else would have thought 
of: how she was thankful for keeping her temper, and for the 
school spelKng match that she had won, and for a red apple, 
and for Tinker, the old pussy. 

Grandmother Davis had to wipe her spectacles before she 
finished reading the Thankful Book, and Hilda and Elizabeth 
thought that Peggy's gift was really very nice indeed. 

(From Songs for Sunday Telling. Carolyn Sherwin Bailey. Published by 
The Pilgrim Press, Boston.) 



i68 THE MOTHER-TEACHER OF RELIGION 

^'One, Two, Three^' 

It was an old, old, old, old lady. 
And a boy that was half -past three; 

And the way that they played together 
Was beautiful to see. 

She couldn't go running and jumping. 
And the boy, no more could he; 

For he was a thin little fellow. 
With a thin little twisted knee. 

They sat in the yellow sunHght, 

Out under the maple tree; 
And the game that they played I'll tell you, 

Just as it was told to me. 

It was Hide-and-Go-Seek they were playing, 
Though you'd never have known it to be, 

With an old, old, old, old lady, 
And a boy with a twisted knee. 

The boy would bend his face down 
On his one little sound right knee, 

And he'd guess where she was hiding, 
In guesses One, Two, Three! 

"You are in the china closet!" 
He would cry, and laugh with glee — 

It wasn't the china closet; 
But he still had Two and Three. 

"You are up in papa's big bedroom, 
In the chest with the queer old key!" 

And she said, "You are warm and warmer; 
But you're not quite right," said she. 



FOR THE YOUNG CHILD 169 

"It can't be the little cupboard 
Where Mamma's things used to be — 

So it must be the clothes-press, Gran'ma!" 
And he found her with his Three. 

Then she covered her face with her fingers, 
That were wrinkled and white and wee, 

And she guessed where the boy was hiding, 
With a One and a Two and a Three. 

And they never had stirred from their places, 

Right under the maple tree — 
This old, old, old, old lady. 

And the boy with the lame Httle knee — 
This dear, dear, dear old lady, 

And the boy who was half -past three. 

(By Henry C. Bunner. Through courtesy of Charles Scribner's Sons.) 

The Snowman 

One night when Frank was getting ready for bed, he looked 
out of the window. "O mother, look," he said, ''it is beginning 
to snow!" Mother came to the window and they watched 
the snow come down. "To-morrow is Saturday and we will 
have fun making a snowman," said Frank. 

The next morning mother didn't have to call Frank, for he 
was up bright and early. He ran to the window to see how 
much it had snowed during the night. Yes, the ground was 
covered with a beautiful carpet of white. It looked as if it 
would come clear up to his shoe tops when he walked in it. He 
could hardly wait to eat his breakfast, but mother said he must 
have a good breakfast or he would get as cold as the snowman 
he was going to make. 

Lucy and Jeremy lived next door. They too wanted to help 
make Mr. Snowman. First, they took their little shovels and 



I70 



THE MOTHER-TEACHER OF RELIGION 



UJs 




THE SNOWMAN 



made a pile for Mr. Snowman to stand upon. Then the chil- 
dren began rolling the snow in a big ball for his body. How 
they all three tugged and pushed! His body was so heavy, 
it was all that Frank, Jeremy, and Lucy could do to Hft it. The 
most fun was to make the head. A Httle roll of snow, and the 
nose was done. For his eyes they used httle pieces of coal. 
Lucy went into the house and brought out her old straw hat 



FOR THE YOUNG CHILD 171 

for him. Frank said, 'T think Mr. Snowman needs a pair of 
glasses," and he curved two twigs to look like the rims of spec- 
tacles. They fixed a mouth, stuck some straws in his chin 
for whiskers, and sticks for his arms. Mr. Snowman was now 
finished. 

^'Now what shall we name him?" said Jeremy. Just then 
they saw Grandpa Latimer coming down the street. He had 
a basket on his arm and was carrying an umbrella fot a cane. 
'^O let's call our snowman 'Grandpa!' " and because Frank was 
the only one of the three who went to school, he printed the 
letters right across the front of Mr. Snowman, GRANDPA. 
How Grandpa Latimer laughed when he saw the snowman! 

Suggestion for evening prayer: 

Thanking God the heavenly Father for the beautiful snow 
and all the happy times we have playing with it. 

Jolly Santa Claus 
(A Father Story) 

Such a jolly fellow is dear old Santa Claus! He comes at 
Christmas, the happiest time of the year. I don't suppose 
you ever saw him, for he comes after little boys and girls are 
all tucked in bed. On Christmas Eve, when all little boys and 
girls are sound asleep, Santa Claus says to himself: ^T must 
put on my fur cap and my fur mittens and my big high boots. 
My fur suit will feel good to-night. It's jolly cold out, I'm think- 
ing, but I won't mind the cold." ''Ha! ha!" laughs jolly Santa, 
"it makes me warm and happy now when I think of all the 
little boys and girls I shall make glad this night." Then Santa 
Claus whistles: 



^|=j =^--. '-J-H^-F7^-i igig^ £35^Eg] 



172 



THE MOTHER-TEACHER OF RELIGION 



I 




JOLLY SANTx\ CLAUS 



which means "Oh, Dancer, come, come! Oh, Prancer, come, 
come!" For these are the two leaders of his reindeer team. 
If you weren't so sound asleep you could hear them coming 



FOR THE YOUNG CHILD 



173 



on the roof. Tritty-trot, tritty-trot, tritty-trot. Then dear 
old Santa Claus comes sliding down the chimney while the 
little reindeer team stand on the roof prancing and pawing, 
with their bells tinkhng. They are eager to be off and get to 
the next house, for the little reindeer are jolly too; they like 
the fun just like good old Santa himself. 

Now Santa Claus has filled the tree from his big sack. As 
he stands and looks at it, I think he is saying: "There are some 
good boys and girls at this house. I wonder if I have remem- 
bered every one of them. Baby Bunting as well as Jackie Lad 
and Robe.t Roy and Sarah Sue? I think I have remembered 
them all." And in a minute I hear him whistling (music 
as above). 

Other Christmas stories the child will enjoy: 

"'Twas the Night Before Christmas," by Clement C. 

Moore. 
"Santa Claus, A Wonder Story," by Maud Lindsay in A Story 

Garden. 
"Hang Up the Baby's Stocking," by Emily Huntington 

Miller from Songs of the Tree-Top and Meadow. 
"The Little Fir Tree That Blossomed," by Carolyn Sherwin 

Bailey, in Stories for Sunday TeUing. 



Santa Claus 



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THE MOTHER-TEACHER OF RELIGION 




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The Home Relationships 
In the relationships of the home are found some of the best 
opportunities for broadening the child's development and 
leading him to understand the meaning of a loving heavenly- 
Father. 

The First Step 

The father has been working in his garden. Mother brought 
Baby out while she picked something from the garden for 
their dinner. Just as she came through the gate, father said: 
"Put baby down. Let us see if he can walk." And here he 
is trying to take his first step. Father is reaching out his arms 
and saying, "Come, my baby, I know you can walk." It looks 
like a long way to baby, but I think he can do it. Don't you 
think so? 



FOR THE YOUNG CHILD 



ns 




THE FIRST STEP (Millet) 



The Mother 



Her Child 



The mother in the picture is holding the little baby in her 
lap. Perhaps Little Baby has been playing until he is tired. 
Mother's lap is such a good place to rest in, isn't it? I 
think mother will sing to the baby or tell him a story. I 
think mother will tell him about the little lambs that have 
been playing all day in the pasture, and how they are coming 
home to the yard where they will be safe from harm. Mother 
will tell him about the little birds that are just learning to 
fly. They have been trying their wings. Mother bird has 
been flying from tree to tree helping little birds to fly. But 
now, they too are tired and mother bird has tucked them 
under her wing, cozy and warm. They are fast asleep. I 
shouldn't wonder but what Little Baby was getting sleepy too. 
What do you think? 



176 THE MOTHER-TEACHER OE RELIGION 




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THE MOTHER AND HER CHILD (Max) 



FOR THE YOUNG CHILD 



177 



Prayer : 

Dear God, our heavenly Father, we thank thee for the lambs 
and the birdies and all little babies everywhere. Watch over 
us while we sleep. Amen. 



Going to Sleep 



Emilie Poulsson 
Andantino. 



LEANOR Smith 




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What do you think Mother saw on the hill ? 
What do you think Mother saw in the shed? 
Un - der the barn can you guess what she saw ? 
What do you think Mother sees while she sings ? 



White woolly lambs that were 
Red bos-sy calves that were 
Cur- ley tailed pigs ly- ing 
Fair- est and dear- est of 






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lay in a heap; Squeal-ing no more, they were go - ing to sleep, 

qui - et you keep, Hear-ing of an - i - mals go - ing to sleep. 

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From Songs of a Little Child's Day. Published by Milton Bradley Com- 
pany, Springfield, Mass. Used by permission. 



FOR THE YOUNG CHILD 



179 




Used by courtesy of the Artist and the Campbell Art Company, owners of the copyright. 

CUDDLIN' TIME 



i8o THE MOTHER-TEACHER OF RELIGION 

Father^s Treasure 



Emilie Poxn^soN 

With slow, rocking motion. 



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the PubHshers, The Century Company, New York.) 



CHAPTER XIII 
PICTURE STORIES ABOUT JESUS 

What the eye sees is learned much more readily than what 
the ear hears. The great advantage in the use of picture stories 
is that while the ear is hearing, the eye "is taking in the beauty 
of the picture and the truths it presents. 

The picture stories are designed for the first religious stories 
that will appeal to the little child. The form and wording of 
the stories are meant to be suggestive only. The mother, under- 
standing the development of her own child, will use the words 
and phrasing peculiar to herself and thus adapt them to suit 
her child. It is a good plan to tell these stories to the young 
child for the first time without the older children of the family 
hearing them or taking any part. With their greater develop- 
ment the older children will see things more quickly and answer 
more readily, so that the younger child will not get the benefit 
he would otherwise in being led to see things in the picture 
and answer the questions for himself. 

The stories from the pictures may first be given when 
the child is about three years of age. It must, of course, be 
taken into account that some children develop earlier than 
others, but the mother usually knows how much Jier child 
can grasp in meaning. She should become perfectly familiar 
with every story before telling it, making it completely her 
own. 

In telling the story from the picture, give only the simplest 
things about it. Do not go into detail about the surroundings 
of the Child except as required by the story. Let the main 
thought be about the Child and the mother. 

182 



PICTURE STORIES ABOUT JESUS 



183 




HOLY NIGHT (Correggio) 



The Christmas Story 
(Number One) 

Do you see the baby, in the picture? The mother has her 
arms around the baby as he Kes on his little bed. The mother 
loves her baby just as mother loves you. As she smiles down 
at him, she is talking to him. She is telling him how much 
she loves him and how glad she is that God sent her this won- 
derful baby. The name of this baby is Jesus. He is a tiny 
baby now as you see him in the picture, fast asleep in his mother's 



i84 



THE MOTHER-TEACHER U¥ RELIGIUX 



arms. Some day he will grow to be a boy as big as you are. 
Shall mother sing to you the song about the baby Jesus? Per- 
haps you can sing it with her. 



Luther's Cradle Hymn 



(Written by Zslartin LutJier for his children.) 



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1. A - wav in a man- ger, Xo crib for a bed, The lit - tie Lord 

2. The cat - tie are low - ing, The ba - by a-wakes, Bnt lit - tie Lord 

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down where he Uy, The lit - tie Lord Je - sus, A - sleep on the hay. 
down from the sky, And stay by my era - die Till morn- ing is nigh. 

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the copyright. 

Prayer: 

Dear God, our heavenly Father, we thank thee for the dear 
baby Jesus. May we learn to love him. Amen. 

The Christmas Story 
(Number Two) 

The child will enjoy the Christmas story from time to time 
as he grows older, and it should be a part of his Christmas 
every year. He will probably come to ask questions about it, 
which should be carefully and reverently answered. The first 
story may be retold and something like the following added: 

Do you see the baby's little bed? It is not like yours, but is 
made soft with hay in a box. Do you see there are some people 
looking at the baby? They smile and say, "What a wonderful 
baby this is!" Joseph is standing by the donkey. The donkey 
is turning its head to see this wonderful baby too ! Joseph and 
the mother are very happy because God sent them their baby. 

Can you sing with mother our Christmas song? 

(Use the first verse of Luther's Cradle Hymn again, singing 
it a number of times.) 



i86 THE MOTHER-TEACHER OF RELIGION 




HOLY NIGHT (Correggio) 



PICTURE STORIES ABOUT JESUS 187 

Prayer : 

Dear God, we are glad for the dear baby Jesus you sent at 
Christmas time. Amen. 

The Christmas Story 
(Number Three) 

Note. — Use the same picture as in the preceding story. The 
story should be told rather slowly, with such detail added as the 
child will understand. The form may be somewhat like the fol- 
lowing : 

Joseph and Mary had to take a journey. They had to take 
a long trip far away from home. When we go on a journey 
we sometimes ride on the train, or we go in the automobile. 
But when Joseph and Mary made their journey there were 
no trains or automobiles, so the people rode on donkeys or 
horses or on camels. 

Joseph led out his donkey from the stable where he kept 
it at night. He fed it and gave it water to drink. He patted 
it and brushed its coat carefully, for he was good to his donkey. 
He talked to it and told it they were going on a long journey. 
They must be very, very careful, for mother was going with 
father. Mother would ride on the donkey, and they must go 
very slowly, so that she should not get tired. 

The journey took a long time. They traveled many days. 
One night they came to the city of Bethlehem. Father said, 
"We will go to the inn." (Explain that an inn is a hotel, or a 
big house where people stay when they are away from home.) 
''And, Mary, you must go to bed right away. You are very 
tired, for you have been riding on Jocko's back all day." 

But what do you think! The man who kept the inn told 
them that he didn't have another room left. Many other 
people had to go to the city too, and the inn was full; it would 
hold no more. But the man who kept the inn was kind, and 



i88 THE MOTHER-TEACHER OE RELTCilON 

he said to Joseph: 'T am sorry there is no room in the inn for 
you and Mary. You can find a nice clean place on the hay 
in the stable to stay to-night. To-morrow perhaps there will 
be room in a house for you." 

So Joseph and Mary went to stay in the stable as the man 
had told them. And that very night God sent the baby Jesus 
to them. This wonderful baby's first bed was the sweet clean 
hay which the cows and the donkeys had to eat. The heavenly 
Father sent the little Lord Jesus to make Joseph and the mother 
happy and to make us happy too. 

In the picture the angels are looking down at the baby Jesus. 
They have been singing glad songs about him, telling how he 
has come to make us happy. This- (the story is told at Christ- 
mas time) is Jesus' birthday. We are so happy that we will 
sing our Christmas song about him. 

Song: 

'Tuther's Cradle Hymn." 
Prayer : 

Dear God, we thank thee that the little Lord Jesus came 
at Christmas time to make us happy. Amen. 

The Angels and the Shepherds 

That wonderful night when God sent the little baby Jesus, 
there were shepherds out in the field watching their flocks of 
sheep. The shepherds kept watch over their sheep by day and 
they also kept watch over them by night. On that beautiful 
night when Jesus came the stars were shining overhead. The 
shepherds were sitting on the ground watching by their sheep. 
They were talking to each other. Suddenly they saw a light up in 
the sky. One shepherd said, "Look, what is that up in the sky?" 

Another shepherd said, "It is an angel." 

Soon the light grew brighter, and in the sky they heard angels 
singing. They were singing about the wonderful Jesus who 



PICTURE STORIES ABOUT JESUS 189 




THE APPARITION TO THE SHEPHERDS (Plockhorst) 



I go 



THE MOTHER-TEACHER OF RELIGION 



would come to make the people happy. He would bring joy 
and gladness to the whole world. 

The shepherds said to each other, "Let us go and see if we 
can find this wonderful baby." So each shepherd took his 
staff 'or his crook in his hand and they set out to find the place 
where the baby was. There was a shining bright star in the 
sky. The star seemed to show them which way to go. The 
shepherds followed the star. After they had walked a long 
time, they came to a stable. One shepherd said, ''Let us look 
here, for the angel said, 'You will find the baby in a manger.' " 
So the shepherds went in and they found the baby Jesus with 
his mother tenderly watching over him. 

Prayer : 

Dear heavenly Father, we thank thee for the dear baby 
Jesus. Help me to be always loving and kind like Jesus. Amen. 



p. w. B. 



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ADORATION OF THE SHEPHERDS (Murillo) 



192 THE :mother-tel\cher of religion 

The Shepherds' Visit to the Baby Jesus 

The shepherds have come to see the baby Jesus. The mother 
is showing the baby Jesus to the shepherds. See how pleased 
they are as they look at the babj^! Do jou see the Httle lamb 
one shepherd has at his knee? I think he has brought the 
httle lamb to gi\-e to the baby Jesus. I think that the httle 
gill and her mother too are bringing something to Jesus. I 
wonder what they have brought to him. Would you like to 
give something to baby Jesus? What else do 3 ou see in the 
picture? I think the oxen are wondering about the baby and 
what he is doing there. 

XoTE. — ^The mother mig^t devdop the idea oi giving. There 

are many little boys and girls who do not have ^he pretty tax's 

:ha: "::.. have. Aiii szrae live : v vvt:; v.-t — and stock- 

l:^; }-.-.-.! vvv ^ ^:\i : v :v ' ' :; r :: vher little 

: V :;i cir' :: hr v^-V r lv: :: :. v v t :vr ; ^ving to 

Prayer : 

Dear God. we thank thee for our warm caps and mittens. 
Take care of all the Httle boys and girls even-where. Amen, 

Song; 
**Bethlehem Lullaby." 

The Journey to the New Home 

When Baby Jesus was about two years old the father said 
to the mother, **Mother, I think we shall have to take another 
journey. The king of this place doesnt like Httle babies. " 

^lother said, "I think then we had better go to a place where 
the king does Kke Kttle babies. We must go to a place ^lere 
our Httle baby will be safe from harm. I wiU be ready and we 
must go this very day." 

In the picture j^ou can see the father and mother, with Baby 
Jesus, resting for a wbfle cm their journey to the new home. 



PICTURE STORIES ABOUT JESUS 



T93 




REPOSE IN EGYPT (S. Benz) 



Do you see the baby's clothes lying on the edge of the basket? 
And do you see there is a small pool of water^ just in front of 
them? Do you think the baby has had a nice cool bath in the 
water? Baby loved the water in a tiny pool like this. He 
played with it and patted it, but it wouldn't stay! He tried 
holding it but it just ran through his little fingers. The little 
waves in the water seemed to say, ''You can't catch us, little 
baby; we too are out for a play." The bright sunbeams too 
wanted Little Baby to play with them. So they danced on the 
water and ran up to him very close, but baby could not catch 



1 Use word most familiar to the child. It may be pool, pond, lake, or river. 
After the introduction to any story, it is better to speak of Jesus as "Baby" 
or "Little Baby." We should keep the reverential tone without becoming 
too familiar. 



194 



THE MOTHER-TEACHER OF RELIGION 



them. O no, they were too quick for that! O, what a good 
time baby had in the pool! 

But "now Little Baby is resting on mother's lap. Father has 
filled the water jug so that they can have a cool drink on the 
journey. And good old Jocko, how quietly he stands! He 
seems to know he must go very carefully, for mother and Little 
Baby will ride upon his back again to-day. 
Prayer : 

Dear God, we thank thee for fresh water to drink, for the 
merry sunshine and all that makes us glad and happy. Amen. 

The New Home 
The father and the mother and Baby Jesus are in their new 
home. The king in this place is kind to little babies and they 
are very happy. Baby Jesus is lying on his mother's lap fast 
asleep. If he were awake what do you think he would say to 
the little lamb? (The child may Like to tell what he thinks 
Jesus would say to the lamb.) See how the lamb is rubbing 
his nose on the mother's knee and reaching up his head. I 
think if little lamb were able to talk, he w^ould say, "Nice Httle 
baby, can't you come and play with me?" Father Joseph, too, 
looks pleased and happy. See how he looks down at Little 
Baby as he leans on his crook. Father loves Little Baby just 
as mother does. The mother is thanking God for her child. 
She prays that the heavenly Father will care for him; that 
he will grow to be a good boy, kind to father and mother and 
to those around him. 



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THE HOLY FAMILY (Ittenbach) 



196 THE MOTHER-TEACHER OF RELIGION 




SISTINE MADONNA (Raphael) 



Mother and Baby 

This is a picture of the Baby Jesus and his mother. The 
baby is bigger than when we saw him in the stable. Do you 
think he likes to run about and play? Do you suppose he 
can say ''father" and "mother," just as you can? See how 
tenderly mother is holding him with his head pressed against 
her cheek! She loves dear Baby and is very happy to have 
her dear baby. 



PICTURE STORIES ABOUT JESUS 



197 



Note : The two Madonna pictures which follow tell their own 
story of mother love and of the Child. Mothers will love to 
look at them with their children and tell such simple stories or 
make such explanations as will turn the interest and affection 
of each child to the child Jesus. 




MADONNA OF THE CHAIR (Raphael) 



1 98 THE MOTHER-TEACHER OF RELIGION 




MADONNA (Bodenhausen) 



PICTURE STORIES ABOUT JESUS 



199 




DIVINE SHEPHERD (MuriUo) 

Jesus and the Lamb 

Jesus is now grown to be a big boy. Do you think he is 
as big as you are? And the little lamb has grown to be a big 
sheep. What good times they have playing together! What 
do you suppose the little Boy has in his left hand? Yes, you 
might call it a stick, but the real word for it is "crook." You 
can say ''crook," can't you? 



200 THE :mother-teacher of religion 

The father has some sheep and uses the crook when he takes 
them to the big pasture. If a Kttle lamb stumbles or faUs, 
he reaches out his crook and gently puts it around the body 
of the lamb and helps it to get up again. So Little Boy too 
wants a crook. 

Helping Father 

Little Boy Jesus is now big enough to help Father Joseph. 
Jesus likes to help. Father Joseph is a carpenter. Do you 
know what a carpenter is? He is a man who builds our houses. 
He has a saw and a hammer and nails. Some day we wiU go 
and see w^here a carpenter is building a house. 

Little Boy Jesus has watched Father Joseph at his work 
ever since he was a baby. IMother likes to be where father 
is, so she brings Little Boy out where he can play and have a 
good time. ^lother sits on the steps ^dth her work. 

One day Father Joseph needs some tools for his work. Little 
Boy Jesus runs and gets them. Father Joseph says to mother: 
"See how Little Boy Jesus can help." And Little Boy Jesus 
is very happy to think he can help Father Joseph. 

Note: Through this lesson the mother may develop the 
thought of helpfulness. She asks the child: ''What can you 
do to help father?" "What can you do to help mother?" 
Through encouragement the Httle child may be taught many 
little acts of kindness and courtesy. 

Prayer : 

Dear God, I thank thee for father and mother. Help me 
always to be smihng and helpful. Amen. 

Appropriate songs: 

"The Child Jesus," from Songs for a Little Child. 
"Useful," from Songs of a Little Child's Day. 
"The Carpenter," from Songs For a Little Child. 



PICTURE STORIES ABOUT JESUS 



20I 




THE CHi. 



202 



THE MOTHER-TEACHER OF RELIGION 




PICTURE STORIES ABOUT JESUS 203 

The Journey to Jerusalem 

Note. — In order that there will not be too much of a gap be- 
tween the infancy and the manhood of Jesus, the story of ''Christ 
and the Doctors" is here given under the above title. If the 
child is not old enough to understand it, this story may be omit- 
ted for a time. 

When the boy Jesus was twelve years old (compare this age 
with some boy the child knows) Joseph said to the mother 
one day, 'Ts it not time that we made ready for our journey 
to Jerusalem?" When the boy heard this, he was very happy, 
for he too was to go — ^his very first journey to the great city. 
It would take them four long days, father said, but, oh! it was 
a wonderful journey to Jerusalem. You see the friends and 
neighbors all were to go together. Some of them would ride 
on donkeys, some of them on horses, and some would walk. 

The road was through a beautiful country. Sometimes 
the boy Jesus would go skipping on ahead, stopping to pick 
the flowers. Then he would run back to mother, and give 
her the lilies he had found. Sometimes he would climb the 
rocks and shout, he was so glad and happy about everything. 
Oh, it was great fun to be out of doors all the time, hearing the 
birds sing and picking the beautiful flowers. 

At night they slept out of doors. Some of them slept in 
tents, and the boy Jesus could look up at the stars shining 
down on him. Mother came and sat down by his side just 
as she did at home and they talked together. She had told 
him many things about God, the heavenly Father, and before 
he went to sleep, the boy Jesus thanked God for this journey, 
the flowers, and the birds and beautiful stars. 

When they reached the edge of the city of Jerusalem, the 
men said, "We will put up our tents right here where it will 
be cool and quiet." Many, many people had come to Jerusalem 
too, and it was noisy in the city and very warm. But every 
morning Jesus would go to the temple (possibly the word 



204 THE MOTHER-TEACHER OF RELIGION 

^'church" or ''God's house" might be used, or explain how the 
church used to be called a temple). He went with his father 
and mother. There were many people together in the temple. 
Some of the men were talking about God, the heavenly Father. 
Jesus listened to everything they said. At night Joseph and 
Mary and Jesus went back to their tents to sleep. They stayed 
three days in the city of Jerusalem and they were happy 
days for the boy Jesus. On the morning of the fourth day, 
Joseph said to the mother, "We must get ready for our journey 
home. Our friends and neighbors are preparing to return." 
But when they had traveled some distance they found the boy 
was not with them. They thought he was with some of the 
friends or neighbors and were not troubled about him. 

Then the mother said to Joseph, ''Where is our boy? I 
have not seen him since we started home." They could not 
find him anywhere in the company. Of course they felt very 
anxious and said, "We must go back to Jerusalem and find him." 

Now, where do you suppose they found Boy Jesus? In the 
temple talking with the wise men. Do you see that one of 
them is holding the Great Book? They have been asking Jesus 
questions. They wonder how he knows so much about God. 
They do not know of the many beautiful talks he and his mother 
have had together about God. 

Just then mother and Joseph came in and found him. Can 
you think how glad mother was to find her boy? Mother said: 
"We have hunted for you everywhere and felt very anxious 
about you. We were afraid you were lost." But he told his 
mother not to feel anxious about him, because he was in God's 
house learning about the heavenly Father. 

Prayer : 

Dear God, our heavenly Father, we thank thee the boy Jesus 
loved the birds and the flowers and the stars. We love them 
too. We praise thee. Amen. 



PICTURE STORIES ABOUT JESUS 



205 




MADONNA AND CHILD (Janssen) 



2o6 THE MOTHER-TEACHER OF RELIGION 

A Talk About the Boy Jesus 

The boy Jesus was twelve years old when we talked about 
him in our last story. You see little boys grow to be big boys 
and big boys grow to be men. Your father was once a little 
boy like you. He liked to run and jump and play with other 
boys just as you do. When Jesus was a boy he played with 
his brothers. He helped Father Joseph and his mother. He 
brought water from the well for his mother. He knew about 
tools and could help Father Joseph about the carpenter shop. 
He grew to be a big bOy. He kept on growing until he became 
a man. And when he grew to be a man he too was a carpenter 
like Father Joseph. But he Hked best of all to talk to the people 
about God, the heavenly Father. 

If the child is a girl make comparisons of age and size with 
sister or some other girl the child knows, then with yourself. 
It may be somewhat difficult for the child to understand about 
Jesus being a baby, then a little child and then a grown up 
man. The mother should give some such preparatory talks 
as these to pave the way for the stories that follow. 

Jesus and the Child 

This is a story about Jesus when he had grown to be a man 
as big as your own father, kind and good to everybody. One 
day after Jesus had been talking to the people he sat down 
on a seat to rest. Little children were playing near. Just then, 
little David looked up from his play. He saw Jesus, the man 
with the kind, beautiful face. Jesus looked at David and said, 
"Little David, come to me." And he took David up in his 
arms and talked to him. What do you think Jesus is saying 
to him? Jesus loves Httle children very dearly. No wonder 
David looks so happy. 



PICTURE STORIES ABOUT JESUS 



207 




JESUS AND CHILD (Balheim) 

Jesus, Friend of Little Children 



W. J. Mathams 



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THE MOTHER-TEACHER OF RELIGION 






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Christ Blessing Little Children 

Jesus loved to have the little children gathered around him. 
This must have been a lovely day in spring, and the children 
have been gathering flowers. Is there one little girl with a 
wreath on her head? The fathers and mothers have been 
listening to what Jesus was saying to them. The children have 
been playing about, having a good time by themselves. But 
now Jesus has finished speaking to the fathers and mothers 
and Rebecca says to Ruth, ''Let us go and see the man with 
the kind, beautiful face." 

A man who heard her said, ''You must not bother Jesus, for 
I know he is tired." But when Jesus heard this he said, "Let 
the little children come to me, for I love them very dearly." 
So the Httle children gathered around him, for they know that 
Jesus loves them. Do you see the little boy sitting on his lap? 
See how he is looking up into the face of Jesus ! See how happy 
the little girl is because Jesus has his hand on her head! Do 
you see the little boy reaching his hand up? I think he wants 
to say, "Dear Jesus, please put your hand on my head too." 
And a little boy has some flowers. Do you think he wants to 
give them to Jesus? Yes, I think he does. I am glad that 
Ruth and Rebecca and Mary and David and John were 
all there. Do you suppose there was any little boy or 
girl there of your name? 



iPICTURE STORIES ABOUT JESUS 209 

1 




CHRIST BLESSING LITTLE CHILDREN (Plockhorst) 



2IO THE MOTHER-TEACHER OF RELIGION 
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look when he said, "Let the lit - tie ones come un - to me." 



Jesus the Good Shepherd 
This is a picture of Jesus. Jesus is the Good Shepherd. The 
Shepherd loves his sheep and his Httle lambs. They love their 
Shepherd too. They know the Good Shepherd leads them out 
to the beautiful pastures where they can eat the green grass. 
They know the Good Shepherd always finds the clear, fresh 
water for them to drink when they are thirsty. The Good 



PICTURE STORIES ABOUT JESUS 



211 




THE GOOD SHEPHERD (Plockhorst) 



212 



THE MOTHER-TEACHER OF RELIGION 



Shepherd loves them so much he knows the name of every 
little lamb and every big sheep. Very often he calls to them. 
They hear his voice and run to him, for they know the Good 
Shepherd loves them and cares for them. 

All day long the sheep and the little lambs have been eating 
the grass or playing in the sunshine. Now they are coming 
home, for the sun is going down. Sometimes, when a little 
lamb is very tired the Good Shepherd takes it up in his arms 
and carries it. The little lamb feels safe and contented, and 
the mother sheep is happy too. 

Do you see what the Shepherd has in his left hand? I thought 
you would remember. What does the Shepherd do with his 
staff or crook? (Probably the child will want to tell. If not, 
the mother tells how the shepherd uses it.) When night comes, 
and they are home, the Good Shepherd opens the door of the 
sheep fold (or yard), and as they go in through the door, he 
counts them every one to see that not one is left out alone. 
Then the door is shut and they are safe. The Good Shepherd 
cares for them and watches over them while they sleep. 



Prayer : 

Dear God, I thank thee I am Jesus' little child, 
be kind and good to everybody. Amen. 



Help me to 



Jesus, Tender Shepherd 



Maby L. Duncan 



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Je - sus, ten - der shep-herd,hear me, Bless thy lit - tie child to - night; 






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THE OLD AND NEW TESTAMENT 



213 



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Through the dark-ness be thou near me; Keep me safe till morn-ing light. 



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CHAPTER XIV 

STORIES FROM THE OLD AND THE 
NEW TESTAMENT 

While the Bible is rich in story material for children it is 
rather difficult to adapt any large number of the stories for 
the very youngest children. Fortunately, this is not required, 
since young children like to have the same story told over and 
over. Several of the stories which follow are suitable for chil- 
dren of three, four, or five years. The Joseph stories can be used 
as early as four years, especially if the child is accustomed to 
hearing Bible stories. The picture-stories about Jesus will 
have helped to prepare the way for interest and understand- 
ing. 

The Baby Moses 

Long, long ago there was a king who was a very wicked man. 
He was cruel to the people who worked for him, and made them 
work very hard. He did not like the httle boy babies of the 
people who worked for him and wished to get rid of them all. 

When God sent the little baby Moses, the mother said to the 
father, "Let us hide our little baby, so that the wicked king 
cannot find him to harm him." So for a time they hid him away 
and the wicked king did not find him. 

When Baby Moses had grown to be three months old the 
mother said, 'T think we must find a better place to hide our 
baby, for he is getting so big that some one will hear him laugh 
or cry and go and tell the wicked king about him." 

They took a basket and fixed it like a little boat so that 
it would float on the water. • Then they put Baby Moses in 
the basket and carried it down to the river. They placed the 

214 



THE OLD AND NEW TESTAMENT 215 

little basket-boat among the reeds and bushes at the edge 
of the water, so that it would not float ofl" down the river; for 
if the basket-boat should float down the river, they might never 
see their dear little baby again. 

Now, the baby had a sister who loved him very dearly. The 
name of the sister was Miriam. Miriam said, '^1 should like 
to stay down by the river and see that no harm comes to baby 
brother." The father and mother thought this was a good 
plan, so Miriam went down to watch by the edge of the 
river. 

And what do you think did happen? The daughter of the 
wicked king came down to the river to bathe. She was walk- 
ing along by the edge of the river with her maids. She heard 
something that sounded like a little baby crying. ''Dear me! 
what do you suppose that sound is, and what is that there by 
the river?" she asked of Leah, her maid. 'Tt surely sounds like 
a baby crying. O Leah, please hurry and get that little basket; 
bring it to me quickly." 

When the maid had brought the basket there was the dear 
little baby crying for his mother. The daughter of the king 
said, 'T should love to have this little baby for my very own," 
and she took him in her arms and held him close. Then she 
said, "But I do not know how to care for a little baby." 

All this time, Miriam, the sister of baby Moses, was watch- 
ing them as they were looking at the little baby. She came up 
to the daughter of the king and said, 'T know a kind woman 
who would take very good care of the baby." 

And the daughter of the king said, 'T am so glad that you 
know of a kind, good woman. Go and bring her to me." 

Then how happy Miriam was! She ran as fast as she could 
and brought her own mother down to the river. Now, the 
daughter of the king did not know that the woman was the 
mother of the baby, and she said, "I have found this dear little 
baby in a basket-boat in the river. I will pay you money for 



2i6 THE :mother-teacher of religion 

taking good care of the little baby. And when the baby is older 
so he can talk, bring him to my house." 

So the mother had her dear baby again, and he was safe from 
harm. The mother and father thanked God for their baby, 
and were very glad. 

Note : This stor}^ may be used as a play story. It may be 
played by as small a number as the mother and two children or 
by the mother and one child. In this case a doU may be used 
for the baby Moses. The mother may be the mother of Closes 
and the daughter of the king too. If there are more children, 
they may be used as maids, or one of them may be the daughter 
of the king. The father may be the father of Moses and the king. 
The play story opens with a family scene with Baby Moses in the 
center. They talk about the baby, how much they love him; 
how bad they feel because the king doesn't like little boy babies. 
If entered into reverently, there could be a little prayer to the 
heavenly Father to help them find a safe place for the baby. The 
rest of the play follows naturaUy from the story. 

David the Shepherd Boy 

A long, long time ago there Hved a boy named David. He 
lived in a far-away country where there were many sheep. 
David's father had many sheep. Every day Da\dd took the 
sheep out to the pasture, where they ate the green grass and 
drank the cool water from the brook. Da\dd was called a shep- 
herd because he cared for the sheep. 

David loved to watch the sheep. WTien a httle lamb became 
tired, he would pick it up and carry it in his arms. When a 
sheep caught its wooUy coat on a bush and could not get loose, 
he would set it free. He was very good to his sheep. 

In the countr}^ where David lived there were fierce Hons 
and bears. They hid in caves and among the rocks. If no 
one was watching over the sheep, a Hon or a bear would run 
out and snatch away a little lamb or a sheep. 

One day a great hon came out from the woods and stood 



THE OLD AND NEW TESTAMENT 217 

looking at the sheep. I suppose the lion was thinking, "What 
a fine dinner one of those lambs would make!" 

The Hon did not see David, but David saw the lion. David 
carried in his hand a big stick, and before you could whistle 
three times he ran at the lion just as it started to snatch up a 
little lamb. He hit the lion a great blow on its head with his 
stick, and killed it dead. 

So David saved his sheep from the lion, and every day he 
watched over them very carefully. David's sheep knew his 
voice and would come running to him whenever he called them 
by name. 

The Ark Upon the Waters^ 

In the long, long ago there was a very old man whose name 
was Noah. Noah had loved God and done good all the days 
that he had lived. One day God told Noah that a great storm 
was coming and that it would rain for forty days and for forty 
nights. He told Noah to build an ark that would ride upon 
the waters. Noah was to build it big enough to hold himself 
and his wife, his three sons, Ham, Shem, and Japheth, and 
their wives, and two of every kind of living creature. 

Noah did as God told him, and when the ark was finished 
Noah went in and Noah's wife; Ham went in and Ham's wife; 
Shem went in and Shem's wife; Japheth went in and Japheth's 
wife. Then every kind of living creature followed two by two, 
birds and bees, lions and bears, tigers and elephants, camels 
and cows, and all the rest that you could name. 

When they were safely inside it began to rain. The sky was 
covered with great, gray clouds heavy with drops of water, 
and the rain fell all day and all night for forty days and for 
forty nights. It was like a great lake or the big ocean every- 
wnere — water, water, water, and never the sight of land; but 



^ From The Bible in Graded Story, Vol. I, by Edna Dean Baker and Clara 
Belle Baker. The Abingdon Press, New York. 



2i8 THE MOTHER-TEACHER OF RELIGION 

Noah and his wife and his sons and their wives and all the 
living creatures were safe in the ark. 

By and by it stopped raining and the wind began to blow 
and the sun to shine and the waters to dry up. After forty 
days, Noah opened the window of the ark and sent forth a 
dove, but the dove could find no place to rest the soles of her 
feet and so she came back into the ark. After seven days had 
passed, Noah sent out the little dove again. In the evening 
she returned with a green olive leaf in her bill. Noah waited 
another seven days and then let the dove fly away once more. 
This time she did not come back to the ark and Noah knew that 
she had found the land. 

Noah looked out from the window of the ark and he saw that 
the waters were gone and that there was earth everywhere. 
And God said to Noah, "Go forth from the ark, thou and thy 
wife, and thy sons and their wives with thee. Bring forth 
with thee every living thing." Noah and his wife came forth, 
and Ham and his wife, and Shem and his wife, and Japheth 
and his wife, and the bees and the birds, and the lions and 
the bears, and the tigers and the elephants, and the camels 
and the cows, and all the rest that you could name. 

Then Noah thanked the Lord God for taking care of them 
and for bringing them safe through the great storm when the 
waters covered the earth. 

The Lost Lamb 

Once upon a time there was a good shepherd who had a 
hundred sheep. Every morning he led them out where the 
green grass was growing and the little brook ran by. There 
they fed until the sun was setting in the west; then the shep- 
herd led them back to the fold. 

One day while the lambs were playing on the green and 
the old sheep were eating the grass and drinking the cool water 
the shepherd saw that a storm was gathering. Dark clouds 



THE OLD AND NEW TESTAMENT 219 

covered the sun and big drops of rain began to fall. The shep- 
herd called the lambs and sheep and started quickly back to 
the fold. In the haste one little lamb fell behind the others 
and was lost, but the shepherd did not know it. 

When he reached the fold he opened the door and let the 
sheep and the lambs go in one by one. He counted them— ^one, 
two, three, four, five, six, seven, eight, nine, ten, until he reached 
ninety-five, ninety-six, nighty-seven, ninety-eight, ninety-nine! 
One was missing. Where was that little lamb? Night was 
coming on, and it must be found! 

The shepherd carefully fastened the door of the sheepfold. 
He took his crook and shepherd's cloak and went out in the 
storm and darkness to find the little lamb that was lost. He 
called, but at first no answer came back to him. He called and 
called, and by and by he heard a faint "Baa-baa." Then he 
hastened in the direction of the cry, calling again. From a 
deep hole at the side of the road he heard the "Baa-baa," louder 
now. In the hole where it had fallen he saw the little lamb 
looking pleadingly up at him. 

He climbed down the steep bank until he could reach the 
lamb with his crook. Very carefully he lifted it up and put 
it on his shoulder. It was dark and it was storming. The 
shepherd had torn his clothes and hurt his hands, but he sang 
for joy because he had found the lamb that was lost. 

When he came to the fold he put it on a bed of warm hay; 
he bathed its bruises, and gave it milk to drink. Then he 
called his friends, and said, "Come rejoice with me, for I have 
found my lamb that was lost!" 

The Three Wise Men} 

When the baby Jesus was born there were living in another 
country three Wise Men. The three Wise Men had read in 



^ This story is best adapted to the child of six or seven years. 



^2o THE MOTHER-TEACHER OF RELIGION 

an old book that the baby Jesus would be born, and that he 
would make all the people happy. But they did not know 
when the baby would come nor where his home would be. 

The old book which the wise men read told them that when 
this wonderful baby was born there would be a new star in 
the sky. Every night the Wise Men went out of their houses 
and looked at the stars to see if a new star had come in the 
sky to tell that the baby had been born. They watched for the 
new star for a long time. One night they saw it shining in the 
sky, a new star, beautiful and bright and clear. 

*Tt is the new star," they said. ''We will go and see this 
wonderful Jesus!" And they started out to find him. 

The Wise Men rode on camels. They sat high on their camels 
and the camels stepped softly. The only sound was the tinkling 
of the little brass bells that were tied in the harness on the 
camels' heads. When the camels moved their heads the little 
bells rang. 

The Wise Men made their journey at night, and the new 
star seemed to move across the sky and show them where to 
go. They rested during the day, for the sun was hot and they 
could not see the star. The Wise Men put up little tents on 
the sand, and rested while the sun was shining. When night 
came they rode on, following the star. It was a long journey. 
One morning they stopped in a city and asked the people there 
if they knew where they would find Jesus who had come to 
make the people happy and teach them how to love each other. 
But the people had never heard about Jesus, so the Wise Men 
rode away. It was dark and the star was shining; it seemed 
to lead them across the sand to another city. This city was 
the town of Bethlehem where the baby Jesus lived! 

The camels kneeled and the Wise Men got down from their 
backs and went in and found the baby Jesus in his mother's 
arms. How glad they were! They had brought presents to 
Jesus. They gave him presents of gold and other beautiful 



THE OLD AND NEW TESTAMENT 221 

gifts. Then the Wise Men kneeled and thanked God that 
they had been led by the star to find the baby Jesus. They 
thanked God for Jesus our Saviour who would bring joy and 
gladness to the whole world.^ 

Pictures to accompany the story; 

''The Three Wise Men Following the Star," by W. L. Taylor. 
''The Wise Men on Camels," Providence Lithograph Company. 

Stories About Joseph^ 

The Coat of Many Colors 

This is a story about a boy who lived a very long time ago 
— hundreds and hundreds of years ago. His name was Joseph. 
I think the father and mother had as many as twelve children. 
That is a good many children for one family. With so many 
brothers and sisters it would seem that they could have many 
good times together, wouldn't it? It would be almost like 
having a party all the time. 

One day the father gave Joseph a beautiful coat which he 
had made for him. You never saw a coat just like it I am sure. 
It was very fine and it had, O, so many beautiful colors in it. 
I think there must have been blue and gold and red and purple 
in it. Perhaps there were still other colors also. 

Joseph was very much pleased with his new coat and ran 
to show it to his brothers. He thought they would be pleased 
too because he had so fine a coat, but they were not. No, they 
were not pleased. They did not like Joseph to have a better 
coat than they had, and they said very cross things to him 
and made him feel very bad, I am sure. 

So pleased was Joseph with his new coat that he said, "I 

^Adapted from the story of "The Three Wise Men" in A First Primary 
Book in ReHgion, by Elizabeth Colson. Published by The Abingdon Press, 
New York. 

2 The stories about Joseph which follow are intended for children of five 
or six years of age. 



222 THE ^lOTHER-TEACHER OE RELIGION 

think I will wear my nne coat even* day." He ran to his father 
and put his arms about his neck and said. "Thank you. father, 
for my pretty coat of many colors.'' 

The Sheep 

Joseph's father o^Tied a great many sheep. I don't suppose 
you could count a hah of them. 

It was the work of the big brothers to take the sheep out 
to the pasture where they could eat the fresh green grass. They 
watched over the sheep so that no harm could come to them. 
You see if they didn't keep watch over them, a hon or a bear 
might come running out of the woods and snatch away a Httle 
lamb or a sheep. 

Sometimes they had to take the sheep a long way from home 
to find good pasture for them. There were so many sheep that 
they would soon eat aU the grass ia the pastures near home. 
When they took the sheep a long way from home they would 
be gone for a number of days at a time. 

One time the big brothers had been gone ^^ith the sheep for 
a long time. The father became anxious about them. He 
loved his boys and wanted to make sure that no harm had come 
to them or their sheep. 

So one day the father caUed Joseph to him and asked him 
it he would go and look for his brothers. The father wanted 
to know how they were gettiag along with the sheep. Joseph 
was glad to go on a journey; he would have a fine trip looking 
for his brothers and the sheep. 

Going on an Errand 

Joseph was glad to go and look for his brothers. He was 
always obedient and liked to do the things his father asked 
him to do. 

He was happy to wear his coat of the beauthul colors. Some 
of the way was through the woods and along by the river. He 



THE OLD AND NEW TESTAMENT 223 

whistled as he went along, and the birds sang in the trees over- 
head. 

And now comes the sad part of my story. The big brothers 
saw Joseph coming a long way off. They could tell him by 
his coat of the beautiful colors. They began talking among 
themselves. They said, ''Let us put Joseph into this deep pit 
and dip his coat in the blood of an animal and father will think 
some wild animal has killed him." For they were angry with 
Joseph and did not want him for their brother. So they put 
Joseph into the pit, which was a deep hole in the ground. There 
was no water in the pit, so he was not hurt at all. 

Then the big brothers thought they would eat their dinner. 
Just as they were sitting down on the ground to eat their dinner, 
they saw a long line of camels coming. On the backs of the 
camels were men who were making a journey to sell the spices 
and jewelry and whatever they had in their sacks. 

The big brothers decided to sell their brother to these travel- 
ers instead of leaving him in the pit; the man on the camels 
would take him a long, long way from home and that would 
be the last of him — so they thought. And they sold him for 
twenty pieces of silver! 

When the big brothers got home they held up Joseph's coat 
before their father's eyes. They had dipped it in the blood of 
a goat. The father thought that Joseph had been killed on 
the way by some wild animal. His father grieved for him 
many days. 

But the heavenly Father was watching over Joseph so that 
no harm should come to him. 

Joseph Goes to Egypt 

This story about Joseph turns out something like a fairy 
story. At first he was only a little slave boy in the country 
of Egypt where he was sold, but finally he came to live in the 
house of the king. He was always kind and good and every- 



224 THE MOTHER-TEACHER OF RELIGION 

body loved him. He had a chariot to ride in and beautiful 
horses to draw the chariot. 

Of course he often thought of his father and brothers and 
wished he might send them word that he was alive and well. 
But when Joseph lived — it was such a long time ago — they 
could not send letters to each other as we can now. All that 
he could do was to pray that the heavenly Father would let 
him help those who were at home. 

The best part of my story is that in a few years Joseph was 
able to see his father and brothers again and to help them. 
There came a time when there was no rain for weeks and months. 
There was no rain to speak of for several years. The grass 
was aU dried up in the pastures; the com did not grow in the 
fields. The people had nothing to eat. This is called a famine. 
How Joseph gave his father and brothers food is told in our 
next story. 

How Joseph Gave Food to his Father and Brothers 

Every morning Father Jacob would say, ''Perhaps it will 
rain to-day and then the corn will grow." But the days came 
and went and there was no rain. The corn in the fields could 
not grow, and even the grass was brown and dry. One day 
Father Jacob called his children to him and said, 'T think some 
of you must go to Egypt and buy corn for us, or we shall starve!" 

"Let me go, father," spoke up Reuben, the oldest brother. 

'T should like to go to Egypt to buy corn," said Simeon. 

And the other brothers, Levi and Benjamin, and Gad and 
Asher — in fact, I think, most of them wanted to go. And 
Father Jacob decided they might all go but Benjamin. It 
was best for one son to stay with father, you know. 

So they took their sacks and journeyed to Egypt to buy 
corn. When they came to Egypt they went straight to the 
governor's house, for they were told it was the governor who 
was selling the corn. 



THE OLD AND NEW TESTAMENT 225 

Now, who do you suppose the governor was? It was really 
Joseph, their own brother. But, of course, they did not dream 
that their little brother whom they sold as a slave had become 
an officer in the king's court! But it was so. 

When Joseph saw them coming into the room he said to 
himself: ^ 'These are my brothers, but I shall not tell them 
who I am at first. I am going to ask them questions and hear 
what they have to say about father. I shall find out whether 
they are telling the truth." 

And Joseph asked them many questions. They told him 
all about their father — how he had twelve sons, how one of 
them was away from home and they did not know what had 
become of him, how the littlest brother stayed at home, so that 
nothing should happen to him such as happened to their brother 
Joseph. 

Then Joseph said something which made them feel very 
sad. It was: 'T will not let you go home until you promise 
to bring Benjamin back with you." 

The brothers said: "Our father grieves now because of what 
happened to Joseph. He will never, never let us take Ben- 
jamin away from home." But Joseph was stern and said 
again: ''Unless you bring Benjamin back with you you cannot 
have any more corn. If you do this I will know you are tell- 
ing the truth." 

And to test them still more he told them he would keep their 
brother Simeon with him until they returned. 

They were very sad indeed when they started home. They 
felt now how wrong it was for them to sell their brother Joseph, 
and they were very sorry for what they had done. And the 
hardest part of all was to tell their father everything that 
Joseph had said they must do before they could have any 
more corn. 

At first Father Jacob said he never would let Benjamin go 
away from home. Why! Joseph was gone and Simeon was 



226 THE MOTHER-TEACHER OF RELIGION 

in Egypt, and *T should surely die if any harm came to Ben- 
jamin! No, I cannot let Benjamin go." 

But after a while the corn was all gone and it looked as if 
they would starve. Father Jacob said, "I think you must 
go to Egypt for more corn." 

But Judah said, "Father, the man told us very solemnly 
that unless we brought Benjamin with us we should not even 
see him, nor could we have any more corn." 

So, though Jacob felt very badly about it, he finally decided 
he must let Benjamin go. So the brothers went again into 
Egypt. This time Joseph told his servants to prepare dinner 
for them. They wondered why they should be invited to 
dinner, but they went. 

When they saw Joseph they made very low bows before 
him (which made Joseph's dream come true). They gave him 
all the presents their father had sent to the governor. 

After dinner the sacks were filled with com and they started 
home. Simeon and Benjamin were with them, and they were 
very happy, for father would have them all home again, T\ath 
plenty of corn for food. 

But what do you think happened? As they were going 
home talking among themselves, a ser\''ant of Joseph's came 
riding up to them. He said, "Who took my master's silver 
cup?" 

Of course they were very much surprised and each one said, 
*T did not take the master's silver cup." Each one opened 
his sack. And — would you beheve it? — the silver cup was 
found in Benjamin's sack! You see Joseph had had it put 
in Benjamin's sack in order to test them again. 

They went back to the city and told Joseph how sorry they 
were, and that they would all be his serv^ants. But Joseph 
said he would keep for his servant only the one in whose sack 
the silver cup was found. And that was Benjamin's! 

Then Judah said to Joseph: "Our father Jacob is an old man. 



THE OLD AND NEW TESTAMENT 227 

He feels sad because he lost Joseph. Now he will die if he 
loses Benjamin. I will stay gladly and be your servant if only 
you will let Benjamin go back to father." 

Then the finest thing of all happened! I think Joseph al- 
most shouted for joy when he said, ^'/ am your brother Josephl^^ 
Then he added, ''0, how I want to see my father! Go and 
bring him to me. You shall all live here in Egypt and have 
everything you need. Father shall ride in my chariot and 
we shall all be happy together again." 

And Father Jacob — can you imagine how glad and happy 
he was to know that Joseph was well and living in Egypt? 
And he went to see Joseph and spent many happy years with 
him. 

Books for mothers: 

The Bible in Graded Story, Vol. I, by Edna Dean Baker and 
Clara Belle Baker. Published by The Abingdon Press, 
New York. 

The Garden of Eden, George Hodges. Published by Hough- 
ton MiiHin Company, Boston. 

The Castle of Zion, George Hodges. Published by Houghton 
Mifflin Company, Boston. 

When the King Came, George Hodges. Published by Hough- 
ton Mifflin Company, Boston. 



CHAPTER XV 
RELIGION THROUGH SONGS 

Music is universal in its appeal. Even the most primitive 
peoples have their chants, their melodies, and their songs, 
and it has been claimed that the degree of civilization of a 
nation can be measured by its music. 

From the beginning of life to its end we respond to music. 
The babe is soothed and quieted by the lullaby; older grown, 
tired nerves and troubled hearts find rest and peace in rhythmic 
strains. We have music on the joyous wedding occasion; at 
the glad Christmas time; when we render thanks and praise; 
and when the body is laid away for its last rest. 

Worship Through Music 

Especially is music the language of worship. It expresses 
the inner longings of the soul and voices its hopes and aspira- 
tions as no speech can do. Religion and music have gone hand 
in hand in the long climb of our race upward toward God. 
Much of the finest music the world has known owes its origin 
to the religious impulse seeking expression in some earnest 
heart. 

Into every child's life should be brought from the beginning 
all that is possible of beauty and goodness. The beauty of 
good pictures, of attractive surroundings, of good stories, and 
suitable poetry, but perhaps even more than these the beauty 
and goodness of suitable music. 

Every child loves sweet, tuneful melodies. Most mothers 
sing to their children. All mothers should. For there is hardly 
a mother, even if she be not trained in music, who cannot sing 

228 



RELIGION THROUGH SONGS 



229 



the simple airs of nursery songs; and to the young child these 
are music. And, as in the art of story-telhng, the young mother 
who is not a musician may develop her skill by starting with 
the simple forms suited to the small child and, by practice, 
grow in skill with the requirements of her child. 

While the child is still a tiny babe of a few months the mother 
croons and sings as she nurses him or as she undresses him 
for the bath or for bed. Long before the words are understood 
the child is receiving valuable impressions and at the same 
time his response to tone and rhythm is being stimulated and 
trained. To every child there should be given the precious 
memories of his mother's voice in quiet, restful song. Every 
child should have the name and thought of God the heavenly 
Father and of Jesus associated with beautiful melodies in which 
these loved words are sung. 



Lullaby 



Christine Rosetti 



:^-4 



-4 — S-4 — i 



-te- 



g^ 



—I — r 

Flow'rs are closed and lambs are sleep-ing; Lul -la - by! lul - la - by! 



S:E1 



-f: 






^IEe 



p- 



■A-J- 



J— al- 



::|=F, 



4—4- 



-f 



^--^=f 



IS* h» •- 



* f^ i-l 



-(2- 



-P2- 



a.. 



-zd- 



:f: 



Stars are up, the moon is peep - ing; Lul - la - by, oh, lul - la - by! 



-.-=x- 



230 



THE MOTHER-TEACHER OF RELIGION 



The Teaching Power of Music 

A little later, when the idea of God is beginning to take form, 
there is not only a quieting, soothing influence from such songs 
as the following, but real religious impressions are being made 
through the words and music combined. 



All Through the Night 



Welsh Air 



i 



^ 



rd: 



:4 ^ » ^ 



1. Sleep, my child, and peace at - tend thee, All thro' the night; 

2. Moth - er dear is close be - side thee. All thro' the night, 






Guard - ian an - gels God will send thee. All thro' the night. 
Watch - ing that no harm be - tide thee. All thro' the night; 



-t: 



h- 

Soft the 
Thro' the 



drew - sy 
- pen 



hours are creep - ing, 
win - dow stream - ing. 



-' 1 

Hill and vale 
Moon - light on 



in 
the 




^=q: 



^1 



slum-ber steeping, I my lov - ing watch am keeping, All thro' the night. 
floor is gleaming, While my ba- by lies a-dream-ing. All thro' the night. 

It is generally true that the best things in Hfe are the simplest, 
and this is especially true of music for children. While most 
of the hymnology of the church has been written for adults, 
there is an increasing number of sweet simple melodies suit- 
able for children to hear and to sing. Says Caroline Kohlsaat, 
"There is one type of song that is genuine, very simple, and 
truly beautiful, that was not composed for a commercial market, 



RELIGION THROUGH SONGS 



231 



but that has Hved for generations because it was the sincere, 
spontaneous expression of fine feelings; this is called ''folk 
wng,'' It is the best foundation on which to build musical 
taste, for it is the foundation of the music of all the great masters." 

Suiting Music to Childhood 

Many such folk songs are available for mothers and may 
be found in the public libraries and in the children's book shops. 
The harmonies of many of these songs have been rearranged 
to adapt them to the range of children's voices which, up to 
five years, is usually found to run from d to b, and above six 
years from middle c to f. 

Children who are early taught to sing have one great resource 
of happiness and self-entertainment. The mother may sing 
the simple child-songs as she is about her work, the child join- 
ing in as best he can. They are sung again at the rest or bed- 
time hour. Little by little the child catches their spirit, their 
rhythm, their words, their music; soon he will be able to sing 
and enjoy them himself. Children of the age of three can be 
led to sing and to love such songs as the one which follows: 



Jesus Loves Me 



Edna Dean Baker 



Old Finnish Melody 



i: 



:2: 






fj 



Lit - tie bird and flow*r and bee Whis-per Je - sas loves me; 



^ ^ 



Sun and wind and rain all three Whis-per Je - sus loves me; 



i 



t=-t 



#-# 



^^ 



^ 



Moon and stars at night I see Whis - per Je - sus loves me. 



232 THE MOTHER-TEACHER OF RELIGION 

There is no doubt that thousands of children would gladly 
subscribe to the sentiment in these lines: 

When, at night my mother sings, 

I listen to her voice that brings 

Thoughts of baby birds and lambs — you know 

How to sleep they all must go ? 

And if I think I'll lie awake 

And hear about them all — 
The bees and baby chickens too 

Why, I'm fast asleep — that's all! 

When at her work my mother sings, 
I know she's happier 'n all the kings: 
Why, she's got my Dad and Me! 
And then I say all to myself, I'll be, 
I'll surely be the goodest lad 
That ever you did see! 
For then my mother'll sing 
Forever and eternally. 

Many of the songs for the httle child should convey the 
thought of God and his love and care. Besides the songs which 
might be called explicitly religious there are others that can 
well be used. Singing songs about the child's pets, about the 
things in nature, about the things that concern him — all this 
serves to furnish his mental background and prepare him better 
to understand God's part in the child's world. 

Teaching the child about Jesus is not complete without the 
influence of song to supplement the stories and pictures which 
are used. 

If only every family could be made a singing family! Who 
can estimate the influence in the child's life of the hearing 
and joining in the singing of fine melodies, songs and hymns 
now easily available for all ages and stages of development! 
Children whose musical taste is formed on these better things 



RELIGION THROUGH SONGS 233 

will not when they grow older turn to the cheap, trashy and 
vulgar ^'rag-time" and ^^jazz" music which is vitiating the taste 
and standards of so many young people to-day. 

Books of songs for children: 

Songs for the Little Child, Baker and Kohlsaat; The Abing- 
don Press, New York. Mothers will find this one of the 
best books now available for children below school age. 
The words are permeated with the thought of God's love 
and care, and the friendship of Jesus for children is felt in 
the sentiment. There are many songs about nature, pets, 
etc. The songs are short and the music, which is largely 
adapted with new harmonizations from old folk tunes, is 
well suited to younger children and is in itself beautiful 
and fit. 

Mother Goose Songs, J. W. Elliot. Published by McLaughlin 
Brothers, New York. 

Old Nursery Rhymes; also Little Songs of Long Ago, Alfred 
Moffatt (Pictures by H. W. Le Mair). Published by David 
McKay, Philadelphia. 

Every Child's Folk Songs and Games, Caroline S. Bailey. 
Published by Milton Bradley, Springfield, Massachusetts. 

Rote Songs, Surette and Davison. Published by Boston 
Music Company, Boston. 

A First Book in Songs and Worship, Edith Lovell Thomas. 
Pubhshed by The Abingdon Press, New York. This book 
is for children six to eleven or twelve years of age, and is 
one of the very best collections of religious music available 
for the home. The words are inspiring and the music 
carefully adapted to children's voices. Where there are 
children of school age this book should be part of the 
home equipment. 



CHAPTER XVI 
SUNDAY IN THE HOME 

In the proper obser\'ance of the Sabbath there are two very 
important principles to be considered. We are even bold 
enough to say if these two principles could be followed, there 
would in the main be no "Sunday problem." The first prin- 
ciple is that Sunday should be a family day well planned. The 
second is that in the planning there must be the right propor- 
tion of worship, recreation, and rest. Consideration of these 
ingredients will make it a well-balanced day. It is the lack 
of this balance together with the fact that it is too often entered 
upon haphazardly ^^^thout plan that makes the Sunday problem 
what it is. For Sunday to be the "best day" of the week it 
must be a happy day for the children and for parents — a day 
to look forward to, and not one to be dreaded or to be endured 
or to be treated carelessly. 

The True Spirit of the Sabbath 

On the other days of the week, the school, the home, business, 
or profession take up our attention and we follow a program 
more or less prescribed for us. On Sunday we are at liberty 
to do many things of our own choosing; we may largely make 
our own program. But this does not mean that the day is to 
be one crammed with pleasure and excitement; nor a day spent 
in mere loafing; nor a day followed in the extreme fashion of 
our Puritan ancestors, whose rule was that Sunday should 
be devoted exclusively to attending church and reading the 
Bible. While the commandment, "Remember the Sabbath 
day to keep it holy," was interpreted in this somber way by 
our forefathers, historians of Old Testament times tell us that 

234 



SUNDAY IN THE HOME 235 

the early Hebrews regarded it as the most joyous of days. 
They speak of it as "the bride of the week." It is written, 
'This is the day the Lord hath made; we will be glad and re- 
joice in it." 

'Tt will never secure respect or love for the day to have 
parents or guardians make it chiefly a time for repression. But 
let it be emphasized as God meant it should be: a day of glad- 
ness in which the text, 'Behold, I show you a better way,' 
shall control the parents in planning and falling in with the 
activities of their children. Those parents who, out of laziness 
and indifference to their obligations, bury their noses in the 
religious papers or even in the Bible and give comparatively 
Kttle thought to their children except to say, 'Don't do this' 
or 'Don't do that,' 'You must be quiet on Sunday,' cannot 
hope to teach their children either to love it or to be glad for 
its return." 

"More than all else," says an English writer to parents, "let 
the sun shine on Sunday. Judge for yourselves of details but 
hold to this principle! Children are not turkeys; you can't 
cram them with religion. Beware of Mrs. Squeers's method; 
don't pour religion, like brimstone and treacle, down their 
throats and rap it into their crowns with the back of the spoon. "^ 

Instead of the method of repression let us actually make 
this the "best day of the week," the day when we can do many 
of the things we delight to do. Then let us see that we delight 
to do the best things. 

In accordance with the principle stated at the begirming of 
the chapter, the activities of Sunday should be well balanced as 
a result of careful planning by parents, and enjoyed together as a 
family. In discussing this question one writer has suggested 
that a good Sunday in the home should embody three elements : 
change, rest, and uplift, to which we may add recreation. It is 

1 Quoted from Sunday in the Home, in The American Home Series. Pub- 
lished by The Abingdon Press, New York. 



236 THE MOTHER-TEACHER OF RELIGION 

possible that in many homes where the "upHft" is taken care 
of through having the children in the Sunday school and the 
church services, the problem yet remains of what to do with 
the children the rest of the day. As parents we must not only 
consider the spiritual needs of our children but we must under- 
stand that law of childhood which makes the child desire to 
play on Sundays as well as on other days of the week. Under- 
standing this principle, we will not only allow the child to 
play but will ourselves have a part in his play. No child will 
go far astray whose parents are entering into the day's activities 
with him. 

Making Sunday Different 

The very little child is not old enough to understand that 
Sunday is different from any other day of the week. The train- 
ing, therefore, will consist first in creating right impressions 
by making the day different. Certain toys, as the shiniest 
playthings, the prettiest doll, the favorite engine and cars, 
are reserved for Sunday play. In homes where this principle 
is followed there is a drawer in which are kept these ''best" 
playthings for Sunday use. In his dressing the child learns 
that some of his clothes are his "Sunday best." As he grows 
older, and must be ''doing something," there are occupations, 
busy work for the hands, which may be kept exclusively for 
Sunday activities. A number of such plans are discussed later 
in this chapter. The best and greatest change is to make it 
a day in which gladness is the dominant note, the gladness 
being of a different and fuier quality than other days. 

In one home there is a change of food to make Sunday dif- 
ferent. Each in turn furnished the Sunday "treat," so-called 
— some little variety that was bought with one's own money 
and kept from the others as a grand surprise. When it was 
father's turn it might be ice cream or rare fruit. The children's 
treat cost but a few cents, but was none the less appreciated. 



SUNDAY IN THE HOME 237 

A special cake or some other delicacy was made by mother. 
In another home the Sunday breakfast was mother's particular 
surprise. Every once in a while she would serve a color break- 
fast, as she called it. 

Sunday as God's Day 

Under careful training the child by the time he is nearing 
three years of age is beginning to realize that Sunday is some- 
what different from other days. Mother tells him this is Sunday, 
God's Day. For some time he has had his picture books, some 
of which are reserved for Sunday use only. ''Margie have Sunny 
book to-day, muvver?" and mother repHes, "Not to-day, dear, 
but to-morrow is Sunday, and then Marjorie may have it and 
we will have such a good time! Mother has a new story book 
for Marjorie; that will be another 'Sunday book.' " It takes 
but little to make a child happy — the giving of a new toy, or 
a new book on Sunday adds to the child's impression that 
Sunday is a happy day. In one home a book containing specially 
beautiful pictures was known as the "Sunday book." Other 
rare books might be reserved for Sunday enjoyment. 

Every child loves stories, and for Sunday should be reserved 
the very best stories suited to his understanding. This will 
include Bible stories from the Old and the New Testament, 
the "Stories about Jesus," and the "Nature Stories" showing 
God's love and goodness, such as are given in Chapter XII and 
XIII. The child comes to look forward to Sunday as the day 
of reading and story- telling; mother is not so busy this day 
with household cares, and the extra time for story-telling by 
mother or father is a part of what makes the day "different" 
and "best" to the child. 

The Sunday Quiet Hour 

While the children are little the afternoon nap is always 
a part of the Sunday program. During this time parents may 



238 THE MOTHER-TEACHER OF RELIGION 

get in the "forty- winks" if they so desire. With many people 
it is a time for meditation — possibly the sermon of the morn- 
ing forms the basis of it; with others it is the time to think out 
some problem that has pursued them through the week, but 
has been crowded out by other necessary or absorbing interests. 
Others enjoy reading, or writing letters. Some mothers have 
an interesting book or two just lying around as bait for the 
children who think they are too big to take a nap. 

It was a part of Mrs. M's Saturday program to go to the 
library for books which she knew the children would enjoy. 
"Why don't you let Harold come and pick out his own books?" 
questioned Mrs. R. "Oh, this fine weather is so tempting, 
I can't get him to stop his play long enough," answered Mrs. M. 
Mrs. M is not only providing something for the quiet time 
on Sunday, but she is forming Harold's taste in reading good 
books as well. But in whatever way it is spent a part of the 
Sunday program should be a quiet, or rest, period carefully 
observed by each member of the family. 

Sunday Recreations 

In many homes this is the one day of the week when father 
can be at home the greater part of it, and this is what makes 
Sunday the "best day" of the week, for father is then at hand 
for company and for leadership in whatever is going on. The 
play part of Sunday should be as carefully planned as any 
other part, and father should have some part in it. In time of 
the day the recreation time logically follows the hour of the 
quiet or rest period. If a child understands that at a certain 
hour the play time begins, he can be led to give the proper 
respect for the rights of others during this quiet time even if 
he does not care for the quiet for himself. 

While the children are httle, what to do in the recreation 
time is not a serious problem; it should be given over as far 



SUNDAY IN THE HOME 239 

as possible to what the children most like to do, though the play 
should not be boisterous. Perhaps it is a trip to the woods for 
the season's flowers or berries. In one family there is the plan 
of beginning with the oldest child and allowing each to say 
what form the recreation shall take for a particular Sunday. 
The arrangement enables each child to think ahead and plan 
with his parents for his particular day. 

How shall we go to the woods or the lake? Shall we walk 
or drive? If either is in walking distance, the walk will do us 
good. If .we are to drive, it brings up the much debated ques- 
tion *'Is it wrong to go automobiling on Sunday?" To this we 
may reply, not if the trip is taken for a proper purpose, in the 
right way, and to the right place. The Sunday drive should, 
when possible, be over some less frequented road rather than 
the noisy thoroughfares. Trips to the fields and woods are 
better than to amusement places. The drive should be taken 
in a leisurely manner without the strain of speed. If used in 
such ways on Sunday, assuming that church and Sunday school 
have not been neglected, we may feel that the car is giving 
a legitimate service. 

Once in the woods or in some unfrequented spot, where the 
peace of others will not be disturbed, there may be the indulgence 
of real frolics, in which the stored-up energy is given an outlet. 
Perhaps the child whose turn it is to plan the day's recreation 
is allowed to invite a friend to accompany them, which gives 
an added pleasure to the outing. In the fall the gathering of 
red berries and fall leaves for home decoration adds a motive 
for the little excursion. In the spring the search for wild flowers 
gives a pleasure. 

To give the Sunday recreation times over wholly to an outing 
would be injudicious. It is possible too that the afternoon 
spent altogether in reading or story-telling might become 
wearisome. Change is necessary if we would have our activities 
well balanced. 



240 THE MOTHER-TEACHER OF RELIGION 

Sunday Hand Work 

No small part of the child's education comes through the 
hand. The child "learns by doing." The picture which is 
seen through imagination in "the mind's eye" is drawn by the 
hand, and the thought back of the mental picture becomes 
more clear and meaningful. The mind conceives a plan for 
making a picture beautiful by coloring it, and the hand, with 
its colored crayons, realizes the thought on the cardboard. 
The hand makes concrete what the mind proposes in its ideas 
and its imagery. To train the hand is to make sure that the 
owner of this hand will be a doer and not a dreamer only. 

Besides all this every normal child has the impulse to do 
things, make things, build, cut, put together, take apart. This 
is as natural to him as to eat or sleep, and the inner tendency 
comes from the same source — his instincts. The child who 
has learned to use his hands in aU the various little skills possi- 
ble even to young children has in this ability a resource that 
will add much to happiness of disposition and fine character. 

From the following activities and things to do, it would be 
well for the mother to choose those which might be reserved 
for Sunday doing. There would be the "Sunday drawing 
book," the "Sunday scrapbook," etc. An appropriate activity 
would be the making of home decorations, valentines, May 
baskets, etc., on the Sunday afternoons preceding the special 
days of Christmas, Thanksgiving, Valentine's Day, May Day, 
the Fourth of July, and the like. 

Coloring pictures. Even as young as three years, children 
enjoy coloring pictures and drawing. Although the younger 
child cannot show skill, care in the coloring should be encouraged 
from the first. Mere marking across a picture or scratching 
it over should not be allowed. With patience and help the 
child will soon learn how to use his hands and eyes. Pictures 
suitable for coloring are easily found. Pictures of animals, of 



SUNDAY IN THE HOME 241 

flowers and fruit, of houses, of automobiles, of persons, and, 
indeed, of the thousand and one common things found in the 
pages of the magazines and papers all supply attractive sub- 
jects. It is best, however, to select such as appeal to the child 
and are worthy in subject and execution. 

Drawing. Children from four to six years freely and with 
confidence undertake to represent their ideas by drawing. A 
horse, a sunset, a house, a person — all these are fair subjects 
for the young artist to try his hand upon. He will even repre- 
sent a story he is told by drawing it, and often succeeds sur- 
prisingly well in representing the idea that has impressed him. 
In planning for materials for coloring and drawing it will be 
remembered that the finer muscular control is impossible at 
this early age. Large colored pencils and crayons, with draw- 
ing paper or books are needed. A small blackboard with colored 
crayons is highly desirable. 

Cutting out pictures. When the child is three or three and 
a half years he may be given blunt scissors and, with a little 
direction, begin cutting out pictures (rather large ones) from 
old newspapers and magazines. When some skill is acquired, 
and the pictures are well cut, they may be assorted and put in 
boxes for future use. 

Making a scraphook. Take colored muslin and cut pieces 
24 X 24 inches. Lay the pieces together and stitch down the 
center. The edge may be bound or made fancy by use of a 
pinking iron. For paste take two heaping teaspoons of flour 
and mix with a little cold water till smooth; into this pour 
about a half cup (large size) of boiling water; stir the mixture 
over the fire till it bubbles. 

One book may have kittens, puppies, cows, horses; another 
may be devoted to fruits and flowers ; another to fowls — chickens, 
geese, turkeys; another to birds. One child learned the dif- 
ferent "calls" of the birds and what the different animals "say" 
in connection with scrapbook making. 



242 THE MOTHER-TEACHER OF RELIGION 

Cutting out pictures of apples, pumpkins, fall grains, and 
pasting into scrapbook makes an appropriate occupation near 
Thanksgiving time. From furniture catalogue cut out furniture 
suitable for different rooms. For example, one page is devoted 
to the living room, another to the dining room, another to the 
kitchen, another to the bed rooms, etc. 

Especially appropriate for Sunday making would be the 
scrapbook containing religious pictures cut from the child's 
Sunday school papers and cards. These might be sent to the 
children's wards in hospitals and to the mission schools. Beau- 
tiful books can be made with the inexpensive but real art pic- 
tures procurable from the various picture companies. Pictures 
of Jesus and of the ''Madonnas" make a collection that little 
children enjoy. Another scrapbook can be made with pictures 
of animals found in the Bible. 

Pasting the used sides of post cards together, or mounting 
them on pasteboard showing the picture is another good occu- 
pation for a Sunday afternoon. These will gladden the hearts 
of our missionaries who can use very many of them in making 
happy the little children in the mission schools. 

Stringing, In the walks out of doors gather the bright 
berries of autumn — haws, thorn apples, and cranberries are 
good; also buttons and beads may be used for stringing. The 
kindergarten materials have sets of wooden beads, inch cubes 
and spheres; with these are used the lemon straws. Shoestrings 
are good for the foundation string. Different designs may be 
suggested by the mother, but initiative and invention on the 
part of the child should be encouraged. Deftness of fingers 
is acquired in these occupations and the child is pleased when 
the strings are used for decorations. 

Making paper chains. Weaving chains of clover heads or 
dandelions is an interesting out-door occupation. For paper 
chains take bright-colored strips of paper about five inches 
long and one inch wide. Using different colors, interlace and 



SUNDAY IN THE HOME 243 

paste the ends of the strips together. Use these chains for 
decoration about the house. 

Making paper windmills. Take bright-colored paper about 
five inches square; beginning at corners cut sHts to one inch 
of center; run a pin through alternate corners and fasten pin 
wheel to a stick. The child will enjoy running in the wind with 
them. 

Autumn leaves. Pick up pretty fall leaves and press on the 
backs with a warm flatiron, using beeswax. If left on the 
twigs and each leaf pressed lightly, the leaves will keep their 
shape. They make pretty house decorations lasting for months. 

Illustrating stories. There are a number of favorite stories 
which carry with them possibilities of simple craft work. The 
child of four to six not only enjoys the story but he enjoys 
equally well constructing the "house" or "Peter Rabbit" or 
whatever the story calls for. These objects serve as real toys 
and furnish amusement in playing the story. Among the 
"Fold-a-way" play books may be found the following: The 
Story of Peter Rabbit, The Story of Little Black Sambo, The 
Story of the Three Bears, The Story of Cinderella, Dolly Blos- 
som and Her Wardrobe. These may be found in the book 
shops where children's books are sold. The child may be given 
an added incentive and a good lesson at the same time by 
presenting these articles to the children's wards in hospitals. 

One mother keeps a list of "Occupations" for her children, 
adding to this list whenever she comes across any good device 
for entertaining and keeping them busy. 

Home Games Suitable for Sunday 

There will also be needed some quiet games for indoor play- 
ing on Sunday. 

''Hide and seek''; ''Hide the thimble.'' Mother plays the 
music loud or soft to indicate nearness or distance as the chil- 
dren (and father) engage in the play. 



244 THE MOTHER-TEACHER OF RELIGION 

Guessing games. ''Where am I?" After a trip to the park, 
lake, or woods, the child describes just enough to make others 
guess. After a year's absence in the East one family kept a 
rather vivid memory of the year by the guessing game "Where 
am I?" playing the child was in some particular place the farriily 
had Kved or had visited. 

Games for sense training. Testing sight and memory. While 
the children have the eyes shut or blindfolded, place a number 
of objects on the table; on opening the eyes give the children 
thirty seconds to look at them; cover the objects and ask them 
to repeat as many as they can remember. 

Testing smell. The children's eyes are blindfolded; place 
before the nose common articles with which they are familiar, 
such as an apple, an open bottle of vanilla, a flower, etc. Re- 
move the object and have them name it. 

Testing taste. The eyes are blindfolded, the fingers holding 
the nostrils closed; put a thin piece of potato, of apple, and of 
onion on the tongue one at a time, cleansing mouth between 
experiments. Have the children tell which was given. 

Testing hearing. The eyes are blindfolded. Hold a watch 
about nine inches from the head, front, sides, back, etc. Let 
child indicate with his hand where the watch was held. Play 
a little melody or hum it; let the child tell what it was. 

Playing stories. Children love to "make believe." There 
are many scenes and stories in the Bible suitable to be played 
by the little child. The stories should be told by the mother 
until the child has becomxC very familiar with the story or scene. 
Ther he will readily be Baby Moses, Joseph with the coat of 
many colors, or young Samuel. Stories familiar to the child 
portraying a lesson in love, helpfulness, or some ethical teaching 
might be played by the children on a Sunday afternoon. 

A Noah Sunday.^ Nearly every child has a box of blocks, 

^ From A Year of Good Sundays, in The American Home Series. The Ab- 
ingdon Press, New York. 



SUNDAY IN THE HOME 245 

and from these a Noah's Ark can be constructed while telling 
the story. Then, taking paper and scissors, fashion paper dolls 
of various sizes to represent Noah's family. In simplest form 
cut as many different animals as you have in mind. Turn the 
leg pieces to right and left that they may stand to form the 
procession as they march into the ark. 

The Sunday evening lunch. Wherever possible, make the most 
of the fireplace as a background for the family getting together 
at the close of a happy day; in the summer time it may be the 
porch. As early as possible, cause the children to feel that this 

is the special occasion of the week. In the B family it was 

the custom to make little cakes and cookies on Saturday morn- 
ing for the Sunday evening lunch. The children helped in the 
preparation and there was always the pleasant anticipation of 
a friend coming in to share the happy time with them. ''And 
sometimes," my friend goes on to say, "when there was no 
guest we played that father and mother were 'company.' " 
Children always enjoy helping or taking responsibility, and if 
old enough it is an especial privilege to be allowed to do most 
of the serving on this special occasion. The serving of the 
Sunday "treat" might take place at this time. 

As long as children are happy at home they are not likely 
to go elsewhere searching for a good time. It was the custom 

in the P family to play charades Sunday evenings. That 

the Old Testament stories and scenes furnished the source for 
this pastime for months shows the wealth of material available 
in the Bible. This time was made so interesting that when a 

friend of the oldest P lad asked him over the telephone to 

go out with him on Sunday evening, Tom without waiting to 
consult anyone replied: "O, I can't go. I would miss our good 
time at home, and I wouldn't do that for anything." 

The impersonating of a Bible character and having the others 
guess the one characterized is a favorite Sunday evening pastime 
in another interesting home. 



246 THE MOTHER-TEACHER OF RELIGION 

Music. An ideal custom is to close the day with a family 
*'sing." For the little children there will be the songs suited 
to their understanding. Everyone joins heartily in the singing. 
The spirit of unity and good fellowship marks the ending of 
the day. The little children are put to bed early and the parents 
still have time for a pleasant hour or two with friends. 

The Home Sunday Recognizes the Church 

In describing Sunday in the home it is understood, of course, 
that the church will come in for its share of the Sunday. No 
kind of home Sunday can take the place of reverent worship 
in God's house. Each child old enough to be away from mother's 
care for an hour should be in the Sunday school. The older 
members should be in their places in the church service. The 
spirit of the church and the spirit of the home should unite to 
make Sunday the "best" day. 

Is it not all worth while, this making of Sunday a family 
day — a family day in the home and in the church? Do we 
not feel repaid in the happiness and spiritual development it 
gives our children? Is it not worth while for the influence it 
has in brightening our own lives and keeping them close to the 
things most worth while? 

Books for mothers: 

Sunday in the Home, A Year of Good Sundays, and How 
One Real Mother Lives With Her Children, The American 
Home Series. Published by The Abingdon Press, New York. 

The Home Made Kindergarten, Nora A. Smith. PubHshed 
by Houghton Mifflin Company, Boston. 

The Jolly Book of Funcraft, Patten Beard. Published by 
Frederick A. Stokes Company, New York. 

See reference in Chapter XI for pictures. 



CHAPTER XVII 
FOUNDATIONS OF CHARACTER 

What is it all for, this training in religion? How are we to 
know when the training has proved effective, what are the 
tests, what the practical ends sought? There are, of course, 
many priceless results from wise religious training which can 
never be measured nor described — the fine inner quality of the 
life, the quick and warm spiritual responsiveness, the con- 
sciousness of God as friend and helper. Yet there are also 
certain other results which, while no more real, are somewhat 
more objective and capable of definite statement. 

In this objective sense, and in its broadest and deepest mean- 
ing, religion is right living; and all factors that make for right 
living are religious, at least in their outcome. The great basic 
groundwork of character must, as we have seen in earher chap- 
ters, be laid during the years of childhood; it is then that char- 
acter receives the bent that it will carry through Hfe. What- 
ever virtues we expect to rule in manhood and womanhood 
must hold sway in youth. Right conduct must come through 
ideals early built into permanent habits of thought and action. 
The formation of right habits is one of the most important 
elements in character-building. 

The Building of Right Habits 

The kind of habits our child is forming is therefore one of 
the tests of the religious training he is receiving. From in- 
fancy to old age we are creatures of habit. In adult life habit 
has become so much a part of us that we do not recognize it 
as such. Yet every physical act, such as walking, eating, talk- 
ing, the thousand-and-one things we do every day without 

247 



248 THE MOTHER-TEACHER OF RELIGION 

thinking about them, is finally given over to habit to manage 
while the mind busies itself about something else. 

In the mental realm the same law holds. We first learned the 
multipKcation table with effort, if not with tears; but habit 
soon took it over and the combinations now "do themselves." 
Our thoughts follow the grooves which our thinking has made 
for them. We like the books we are accustomed to read and 
enjoy the music we have grown accustomed to hear. We even 
pray the prayers our lips have formed the habit of praying. 

So we find the sway of habit also in the moral and religious 
life. If we have formed the habit of prayer during the first 
ten years of our life, the second ten will find us praying in times 
of stress and need; if we have prayed for the first twenty years, 
the second twenty will be secure on this point; and surely one 
who has prayed for forty years will go on praying to the end. 
Likewise with conscience. Those who have early learned to 
heed its voice and obey its behests will later be in little danger 
of turning a deaf ear to its commands. The fundamental virtues 
which form the framework of Christian character are a chief aim 
of early religious instruction. 

Habits have to be made; they are never born with us, nor 
do they make themselves. Habits are formed in the plastic 
tissues of the brain. Every current of thought or action which 
passes through the brain leaves its "path," or a tendency for 
this thought or action to be repeated. When the repetition 
has occurred often enough a habit is formed — the thought or 
action goes on repeating itself without conscious intention or 
direction. And the longer it continues the more deeply the 
habit is ingrained and the firmer its grip for good or evil upon 
us — "To-day an act, to-morrow a habit, next a character, 
and then a destiny." 

The new-born babe comes into the world with many instincts 
but no habits. But no sooner does he arrive than he begins 
steadily and relentlessly to weld chains of habit which will be 



FOUNDATIONS OF CHARACTER 249 

his master or his slave as he is trained to use them. From the 
time the babe takes his first nap and nurses his first meal, this 
small being is forming good or bad habits. Within the first 
few weeks of the normal healthy child he has formed the habit 
of sleeping in a darkened room or of requiring a Kght; of being 
fed regularly by the clock or of clamoring for his food at irregular 
intervals and getting it by noisy insistence. He has formed 
the habit of amusing himself in good nature without overatten- 
tion or demanding by fretfulness and crying the presence of 
the mother or the nurse. 

On first thought perhaps these things may seem trivial and 
of little importance, but they have real significance. They 
are the child's first acts and in the repetition of them he is form- 
ing the habits which are the foundations of his disposition. 

They will largely determine whether the babe shall develop 
into a happy, adaptable, controlled being or into a child of 
tempestuous moods, sullen temper and unhappy disposition; 
and these are the soil in which the seeds of morals and religion 
must take root. 

First Lessons in Obedience 

Every child must learn to adjust himself to the world in 
which he lives. There are some things which he may do with 
impunity and other things he may not do without coming to 
harm himself or imposing on the rights of others. There are 
some things he need not do unless he wishes to, and other things 
he must do either for his own good or because he owes it to 
others. It is quite a task for the child to learn what he may 
or must do or not do. Some of this he learns by experience; 
for example, he learns by experience not to put his finger in 
the candle flame, not to strike a playmate who can strike back 
more effectively. But there are many other things that the 
child can best learn by obedience. There are many instances 
in which experience would prove too dear a teacher, or too 



250 THE MOTHER-TEACHER OF RELIGION 

slow a teacher, or, indeed, no teacher at all. In such cases 
parents and teachers must tell the child what to do and see 
that he does it. The child must learn to obey, else a fatal weak- 
ness will be built into his character. 

But if the child is to learn proper obedience, the parent must 
learn how to ask for obedience. A disobedient child is usually 
an evidence of unwise control at points where obedience is 
demanded. The mother gives the child his first lessons in 
obedience, and needs therefore herself to be obedient to certain 
rules, typical of which are the following: 

Be consistent. Being inconsistent, the mother may at one 
time punish the child for a particular act and at another time 
pay no attention to it; this rightly gives the impression that 
the demand was from a personal whim and not from necessity. 
If mother says "No, no, baby mustn't touch" when the child 
reaches to take something off the table, and he is given to under- 
stand kindly but firmly that there are some things he must 
not handle, he soons learns and forms the habit of letting the 
table alone; and also of obeying. If at other times he pulls 
things off and nothing is said or done, he soon learns that he 
can do as he pleases, and a bad habit is being formed which 
will give trouble later. Let the mother keep chiefly in mind, 
not whether there will be damage done on this particular occa- 
sion by the child's act, but whether a wrong habit is forming. 

Be just. Refusal to allow the child to do what he desires 
to do should never come from the impatience of the mother 
or be an impulse which has its origin in tired nerves; the de- 
cision should be based on the suitability of the act itself as 
related to the welfare of the child and others. Nor should 
punishment be hasty, a slap or jerk which only expresses irrita- 
tion on the part of the mother; where punishment is necessary 
it should be deliberate and suited to the offense, not excessive. 
One middle-aged man tells that he even now finds it impossible 
to forgive his father for a penalty inflicted on him when, a boy 



FOUNDATIONS OF CHARACTER 251 

of ten, he was discovered reading a "dime novel" when he was 
supposed to be getting his Sunday school lesson. This pun- 
ishment was not to leave the home door yard for a week, and 
this was the week of the circus! 

"There are women," as Kate Douglas Wiggin says, "who 
live in perfect puddles of maternal love, yet who seem incapable 
of justice; generous to a fault, yet seldom just." In going for 
a drive in the automobile, James, Jr., always insisted upon 
sitting upon the front seat; he was sure to set up a howl when 
asked to sit in the back seat where he would not crowd others. 
The maiden aunt suggested that Jamie be left at home a few 
times to cure him of his selfishness. At this mother replied: 
"It is very evident that you are not a mother. I love Jamie 
so much I couldn't think of depriving him of the pleasure of 
riding." But in the course of her visit the maiden aunt noticed 
that the small boy was put into the dark closet or slapped 
for numerous trifling misdemeanors. 

Be kind. Only strong natures can be sweet while being firm. 
It is easy to bluster. Black frowns, harsh looks, and high, stri- 
dent voices go together, and are an evidence that their owner 
does not possess the self-control necessary to deal with erring 
childhood. It is not necessary to be weak and sentimental in 
punishing a child, but it is unforgivable to be violent and 
unkind. 

Do not threaten or scold. "If you do that again I'll spank 
you and put you to bed"; "Now, Donald, if you don't behave 
I'll tell your father when he comes home to-night"; "If you 
don't quit teasing for candy, I won't bring you shopping with 
me again." The threatening of mothers which is never carried 
out, nor meant to be, would fill a book as large as the unabridged 
dictionary. The serious aspect of it is that the child soon 
learns that his mother usually does not mean what she says, 
so he takes the chance and forms the bad habit of disobeying; 
perhaps he even loses something of respect for her. Then the 



252 THE MOTHER-TEACHER OF RELIGION 

mother wonders why she has so much trouble teaching her 
child to ''mincL" The mother who scolds wonders why the 
child does not respond to her scolding. The reason is that 
as he becomes accustomed to it he growls hardened so that it 
loses its effect. And while this process is going on irreparable 
injury is being done to the nature of the child. 

Avoid the excessive use of commands. It often happens that a 
suggestion or a request used instead of a command will save 
a situation of strain and threatened disobedience. Even young 
children possess a personality, and like to be left the satisfaction 
of doing a thing because they are asked to instead of being 
commanded to do it. To be sure, there are many times when 
the child should be given a command and instant obedience 
required. Nevertheless, the constant use of ''Don't do that," 
"Stop that, now," ''Go and do this" tends to develop machines 
instead of individuals out of our children. Such treatment is 
mechanical and arbitrary, a mistake on our part and a tragedy 
for our child. Let obedience come from within as far as 
possible. 

Make it easy for the child to obey. The cheerful, expectant, yet 
low tone of voice has a wonderful effect on the child. It does 
not throw him out of emotional balance as does the high-pitched, 
irritated voice, and it goes a long way toward helping him obey 
even against his inclinations. The child at two years of age 
may be given simple lessons in obedience by telling him to pick 
up a plaything he has dropped, helping him at the same time 
in the act until he knows what is expected. Words of encourage- 
ment are helpful to the child when a required act has been 
performed. This natural reward is often an act of courtesy 
due the child, and serves to teach him a lesson in social conduct. 

Avoiding Unnecessary Conflict 

The play spirit, already mentioned in another chapter, is an 
excellent means of securing the child's cooperation and saving 



FOUNDATIONS OF CHARACTER 253 

an unnecessary conflict of wills; for it is a far better system of 
control to have the child do a certain thing because he chooses 
than because he must. This incident illustrates the point :^ 
Mother was very tired. The day had been a particularly try- 
ing one. The sight of Billy's playthings scattered over the 
floor did not relieve her. The thought of getting things picked 
up, giving Billy his supper, and putting him to bed before she 
prepared the evening meal for the rest of the family was not 
inviting; and Billy was sometimes difflcult. But the memory 
of a similar occasion flashed across her mind when there had 
been disastrous consequences from a hasty and cross com- 
mand. There had been an ugly response on Billy's part, and 
later he had cried himself to sleep with some after effects hold- 
ing over to the next day. There must be none of that this time. 
Quickly and smilingly she said, ''Billy, let's play the toys are 
animals and that they all have to be put into the barn for the 
night— Let's see, what will the blocks be?" ''Cows?" "AU 
right; and what will be the engine and train?" "Horses," 
suggests Billy, "cause it goes fas' just like a wunaway horse!" 
and, entering into the spirit of the game, he suits the action 
to the word. In a very short time the toys are all put away. 
Billy is still in his happy mood. And mother? The little play 
has rested her, and she has almost forgotten how tired she was. 
• The difference in two methods of treatment, one of conflict 
and one of an appeal to imagination which got around the 
troublesome point is illustrated in this incident:^ 

"Little Dick, aged four, had been ill and was just recover- 
ing, and so his mother was alarmed, one cold winter day, to 
discover that he had become thoroughly chilled and that his 
little hands were icy. In her effort to warm him up quickly 
she tried to induce him to drink some warm milk. But Dick, 



' Caroline Clark Barney. 

2 Frances A. Gray, in an article written for the National Kindergarten 
Association. 



254 THE MOTHER-TEACHER OF RELIGION 

who had grown somewhat irritable of late, absolutely refused. 
He threw himself on the floor and screamed at the idea of drink- 
ing warm milk. To try to discipline a sick child and handle 
such a fit of temper was a real problem, and even more than 
securing obedience she was interested in getting him quickly 
warm. Nothing but alternate commands and coaxings had 
occurred to her when Uncle came to the rescue. Now, Dick 
had a profound interest in automobiles, and his uncle took 
advantage of this fact to calm and interest him. 

"Dickie," he said, taking the cup of milk in one hand and 
Dick's small cold hand in the other, 'T want to try a new kind 
of gas in my automobile and see if it will go better." Dick's 
screams ceased suddenly, as his rage changed to interest. He 
allowed himself to be led into another room and seated on the 
couch close to a radiator. To be asked to drink the milk had, 
a moment before, filled him with unaccountable wrath, but if 
he was an automobile and was being given gasoline, that was 
an entirely different matter, and he sipped the milk and listened 
with absorbed interest to uncle's interesting comments about 
the improvement in the running of the "car" on its new 
fuel. 

Suddenly Uncle picked up a blanket and threw it across the 
small boy's knee. "Why, Dick," he said, "you ought to have 
a radiator cover for this sort of weather. Your engine will be 
too cold to start!" Not a murmur of protest followed and a 
moment later uncle exclaimed in pretended distress, "This 
battery is frozen! We'll have to thaw it out," and Dick obe- 
diently held out his cold fingers to the radiator until uncle 
was satisfied that the "battery" was properly warm. 

Dick was an entirely appeased, fed, and comfortable child 
at the end of this appeal to his imagination, whereas the ordinary 
method of entreaties, commands, and perhaps even punishment 
would have left him exhausted from nervousness and tears, 
with a disposition not improved by the experience. 



FOUNDATIONS OF CHARACTER 255 

When Punishment is Required 

Probably no child ever grew up without punishment; cer- 
tainly every person has suffered punishment that he brought 
upon himself if none was inflicted by others. For this is a world 
where, in spite of all our love can do to shield him, the child 
must learn that there is a law of cause and effect and that 
what one sows one is likely to reap. For example, he puts out 
his hand and touches the hot stove, and no pity or care can 
save him from suffering from the effect of this unfit act. The 
small boy eats green apples, and nature sees that he gets his 
lesson. 

It is well for the child to be brought to realize as early as 
possible nature's law of cause and effect. If he is led to feel 
that in some natural way the pain, the inconvenience, or the 
suffering must follow as a consequence of his wrong act 
or carelessness, this is much better than to feel that he 
has been punished because mother or father was put out 
about it. 

Again and again Harlan would go out to play without his 
mittens, although mother would remind him of them. It was 
after the first snowfall and there had been snowballing; that 
night a severe cold threatened him. Mother talked to him of 
the serious consequence. He seemed somewhat impressed, for 
he said, ''Muvver, forgive me this time, won't you?" Mother 
replied, 'Tt is of yourself that you should ask forgiveness," 
and then she explained how he had brought trouble upon himself 
by his own carelessness. The child who willfully breaks a toy 
must get along without it; mother does not get him another 
the next time she goes downtown. Four-year-old Muriel, 
through the influence of a playmate, was getting into the habit 
of running away. Mother had talked to her repeatedly, but 
with no effect. After a vain search around the premises, she 
traced the child to the railway station by the reports of people 



256 THE MOTHER-TEACHER OF RELIGION 

who had seen the two youngsters trudging along. She was 
going to find daddy, who had gone on the ''twain." On the 
return home mother serenely undressed Muriel and put her 
to bed, while she herself got ready for a little shopping trip. 
It was a logical punishment. The child usually accompanied 
mother to the store and mother always enjoyed her company; 
but this time she had forfeited the privilege and must go to 
bed. 

The law upon which the effect of punishment depends is 
stated in psychological terms as follows: An act to which un- 
pleasantness, pain, or discomfort attaches has a tendency to he 
discontinued. And that is the purpose of punishment — to 
cure the undesirable act. One mother said to a psychol- 
ogist, ''What shall I do with my two-and-a-half year 
child? She tears every book or paper she gets her hands 
upon." 

"Why not punish her?" asked the psychologist. 

"Punish a child who cannot understand that what she is 
doing is wrong!" exclaimed the mother. 

"Exactly," the psychologist replied. "All you need to do is 
to spat her hands sharply a few times and so attach pain to 
the wrong act. The act itself will cease long before she can 
understand that it is wrong, and so will be "well out of the way 
with no bad habit formed." 

This mother was wise enough to follow the sensible advice 
given her, and in a week was aMe to report that the tendency 
to tear books had disappeared. 

It naturally follows from this law that if an offense is to be 
punished, the punishment should follow sufficiently close upon 
the wrong act so that the connection between the two is not 
lost upon the child. It should be suited to the offense, and 
should be sufficient to be curative in its effects. It should be 
administered without anger or vindictiveness, but also without 
weakness which will rob it of its effect. 



FOUNDATIONS OF CHARACTER 257 

Books for mothers: 

A Study of Child Nature, EHzabeth Harrison. Pubhshed 
by the National Kindergarten and Elementary College, 
Chicago. 

As the Twig Is Bent, Susan Chenery. Houghton Mifflin 
Company, Boston. 

Parents and Their Problems. Published by National Con- 
gress of Mothers, Washington, D. C. 



CHAPTER XVIII 
TEACHING THE FUNDAMENTAL VIRTUES 

We have seen in the preceding chapter how all religious 
training relates itself to everyday living. The God whom the 
child comes to know must be a God who has a part in all that 
the child does and thinks and says. Jesus must be to him the 
one who Hves the finest, truest, most helpful life that man 
ever lived. Long before he can understand any of these things 
in a complete way he can have grounded in his nature the great 
fundamentals of right behavior upon which Christian character 
is built. Teaching and leading the child to practice the funda- 
mental virtues is therefore one of the chief factors in training 
in religion. 

Training to Cure Selfishness 

All children need to be trained in unselfishness, for selfish- 
ness is a natural trait in every young child. Nature through 
instinct prompts him to seek first his own comfort. The babe 
is given everything he wishes and needs, with no thought on 
his part to share his possessions with another. With nature 
and experience both turning his attention and desires in upon 
himself it is no wonder that the selfish attitude is developed. 

The best way to cure any undesirable trait is to supplant it 
by bringing in its opposite. The young child's training in un- 
selfishness may begin by having him divide his "goodies" and 
share his playthings with other children. It is much more 
difficult with the child who lacks brothers and sisters in the 
home. This difficulty can be met in part at least by the mother 
leading the child to share with her or with the father. "Give 
mother a piece," or "Don't you want to save some for father?" 

258 



TEACHING THE FUNDAMENTAL VIRTUES 259 

are helpful suggestions. Giving to friends or guests is good 
training, and adults should always accept from the child for 
the value of the training it gives. 

As the child grows older the Christmas season affords an 
excellent opportunity for lessons in sharing. From the first 
the parents should teach that a large part of the joy that Christ- 
mas brings comes in sharing as well as in receiving. In a wealthy 
suburban town a kindergarten teacher was talking one Sunday 
morning about giving to the poor children. Mildred raised 
her hand and said she was going to give one of her dollies away 
when she was through playing with it. It took some little time 
to show the child that we must give of our best and the things 
that we would ourselves like and not give some worn out thing 
that has lost its beauty and attractiveness to us. 

Birthdays should foster the giving spirit. Not only should 
the child receive presents on the birthday but he should be 
trained to celebrate his birthday by making others happy as 
well. Children respond readily to the suggestion, ''What 
would you like to do to-day to make somebody happy because 
it is your birthday?" The state of pleasure the child is in 
usually makes him glad to do some little service to add to 
another's happiness, and a beautiful lesson has thereby been 
learned. 

Cultivating the Spirit of Helpfulness 

Children readily learn that helpfulness is a part of unselfish- 
ness. "Jane is a real little helper," mother says to the caller. 
"She takes very many steps for mother." This courteous 
recognition of Jane's good qualities adds much to her joy in 
this service. Mother quotes from Jane's new book: 

This is useful little Joan 
Bringing tea in all alone. 
Look what careful steps she takes 
So that nothing spills or breaks. 



26o THE MOTHER-TEACHER OF RELIGION 

Though she's only six, you see, 
Mother trusts her with the tea, 
Let's her carry in the tray 
And be useful every day/ 

The wise mother allows her child to help her about the house, 
although she realizes that she could herself do the task much 
more quickly if she were not bothered by the untrained little 
hand. If when the impulse to help is present in the child it 
is repressed by, ''Don't bother me now," or "Run away, dear; 
I'm too busy now to let you help me," that impulse is likely 
to die down instead of increasing. Then some day we may 
grieve because our children do not care to be with us or to 
offer their help in the many home duties. For the chUd to be 
unselfish, kind, and considerate of others the home must give 
the training, and the parents must teach by their example those 
Httle courtesies which count much in the making of character. 

The principle upon which this type of training is based is 
clear and definite. Emphasize the virtues and the faults will 
take care of themselves. For the child who is selfish we need 
but to cultivate unselfishness and giving. For the child w^ho is 
untidy we will encourage neatness rather than to find fault 
with the untidiness. For the child who is noisy and boisterous 
to the extent of annoying others we will cultivate control and 
quietness and consideration. Above aU, we shall not forget 
to recognize and to praise even the beginnings of the virtue 
which we are seeking to encourage. Every child will respond 
better to the praise of doing well than to fault finding because 
he does ill. ''How quiet and helpful my little Peggy is to-day!" 
will be worth more than a dozen scoldings about noise and 
mischief. 

Back of all this kind of training can be brought in the ideal 
presented by the story of Jesus in his kindness, his helpfulness, 

1 From Little People. Published by David ^vlcKay, Philadelphia. Used 
by permission. 



TEACHING THE FUNDAMENTAL VIRTUES 261 

and his unselfishness, and how he went about doing good. 
This hnking of the fundamental virtues with the thought of 
Jesus and of God gives them a distinct religious feeling and a 
value which in the end, as the child grows older, will tend to 
make them recognized as a part of Christian hfe and conduct. 

Learning to Tell the Truth 

Truthfulness is one of the fundamental virtues which must 
receive attention, and in connection with which it is possible 
to make the most grievous errors with our children. 

"When my boy was only four years old I began to punish 
him every time he told a lie. It took great persistence to cure 
him, but now he is the most truthful child you ever knew. You 
can depend upon his word every time." The father spoke 
with great pride, ignorant that the merry little lad next door, 
who was as truthful as his own sullen boy, had also passed 
through three years of "romancing," but with no punishment 
for lying and consequently no unhappy memories from this 
source to carry into later life. 

This parent, like a great many others, did not understand 
the natural process in the mental development of every in- 
dividual. What are often called lies on the part of young chil- 
dren have nothing at all in common with actual lying, and to 
use the term "lie" or "liar" to the child in connection with 
them is a grave mistake. Let us look a httle more closely into 
the question, beginning with a glance at the part played by 
imagination. 

Imagination is the power by which the mind makes pictures 
of the objects that have been seen, touched, tasted, heard, etc. 
Each of us can see in our mind's eye the exciting event we wit- 
nessed yesterday, or hear in our mind's ear the laughter or 
songs of the merry group we were in last evening. We often 
remember in these images, we think in them, they form almost 
the whole of the stuff of our imagination. 



2 62 THE MOTHER-TEACHER OF RELIGION 

At first the little child does not have such mental pictures. 
He has only the world of actual objects present to his senses. 
Soon, however, the images of these objects begin to form in 
the mind, and he can think of mother, father, the ' 'bow-wow," 
his toys, in terms of a mental picture of them, seeing them in 
his mind's eye or hearing them in his mind's ear when they 
are not actually present to him. This means that his imagina- 
tion is beginning, the power by which he can think of the absent 
as if present to the senses. This power has soon grown so that 
the child can think whole trains of images in the form of plans 
for play, adventures, or impersonations of others. 

Probably as early as the age of two or three years the child 
is beginning to make combinations of his images into con- 
nected trains. As you tell him a story, the images form in 
his mind as the words suggest them, and he is able to see the 
wonderful events of the story taking place, see the characters 
who take part in it, picture the whole so that he under- 
stands and follows the story. 

This new-found power of mental picturing opens up a new 
world to the child. Not only does he take the images from his 
own experiences and from the stories he is told and combine 
them freely into new forms and situations, but he pictures 
himself as having a part in them, for self is always a starting 
point with its interests and activities. With this power grown 
active many a child lives in a land of his own imagination 
which may become almost as real and mean quite as much to 
him as the actual commonplace world about him. Often does 
he create, with his power of picturing, imaginary companions 
with whom he plays and talks quite as if they had real existence. 
Probably almost every child passes through this stage of unreal 
reality created by his imagination. When this world of im- 
agination becomes very vivid, there is often a tendency to 
confuse the actual with the imaginary, so real are they 
both. 



TEACHIIsTG THE FUNDAMENTAL VIRTUES 263 



The Fictions of Imagination Not Lies 

It is this very confusion which many times leads to what 
are mistakenly called children's first lies and which in reality 
are but the expression of the images which flood the child's 
mind and press for expression in speech. We are to remember 
that at this stage the child has not yet learned to distinguish 
between fact and fancy, and does not know what ''truth" and 
"lie" mean nor the difference between them. 

"Who ate the piece of cake?" mother asked three-year-old 
Roger on her return to the room from which she had been gone 
a few minutes. "Why, muvver, I fink a big bow-wow eated 
it!" "Now, Roger you know that is not the truth. Mother 
will have to tell daddy to-night that Little Boy is telling lies. 
Now, Roger who did eat the piece of cake?" But Roger insisted 
that "the bow-wow" did eat it, and this time added more to 
the story. That night daddy is told about it in the presence 
of the small boy who is enjoying the idea of make-believe to 
its fullest extent. This time when daddy asks him his images 
have changed and he "finks the moo-moo eated it, and it jumped 
wight froo de window." 

Father and mother are both very much shocked and decide 
the small boy will have to be punished. Accordingly, he is 
spanked and put to bed. A little while after mother goes into 
the room to see if Little Lad is going to sleep properly. In her 
surprise at finding him uncovered, she asks, "Who threw the 
covers off you so, laddie?" And Roger answers, "A nangel, 
muvver, flew wight froo de window." "Oh, laddie, laddie, 
what will become of you!" mother asks. "I fink, muwer, I'll 
be the garbage man." One can readily see that the imagina- 
tion of this child was unusually active; perhaps if his mother's 
mind had been less matter-of-fact, it would have been better 
for both. 

The mother should have understood the play of imagination 



264 THE MOTHER-TEACHER OF RELIGION 

on the part of her boy and should have been sympathetic with 
him. She should have realized that when Roger was a little 
older he could be led to see the difference between fact and 
fancy. Just now Roger was giving rein to his imaginative 
fancies with no conscious intention of deceiving, which is, after 
all, the difference between lying and imagining. 

How Fact and Fiction Become Contused 

Five-year-old Harold spent a very happy day with little 
Jack, who with his mother had so tamed a squirrel that it came 
to the window and ate from the children's hands. 'Wouldn't 
it be fun if it would come into the room and play with us?" 
''Yes, and get into the doll's bed and sit in a chair and eat from 
a table." The playful images were taking form and each child 
made his contribution to the delightful romance. Two or three 
weeks later something was said in Harold's presence about squir- 
rels, and immediately there came to his mind all the memories 
of Jack's squirrel. Memory and imagination were so confused 
that the little lad probably thought he was relating an actual 
occurrence when he told of the squirrel which had eaten from 
his hand, slept in a doll's bed, and sat in a chair. Naturally, 
he resented as an injustice the punishment which followed, 
and did not understand wherein he had done wrong. 

"What is truf?" four-year-old Margaret asked earnestly of 
a loving friend who rebuked her for not telling the truth. The 
friend, by definite illustration, helped her to understand the 
difference between fact and imagination, and for several weeks 
the child's stories were followed by the question, ''Was I tell- 
ing the truth that time?" Finally she was able to distinguish 
the difference, and her im_aginative stories were introduced by, 
"This isn't true but — ^" "Once upon a time," etc. So she lived 
in her make-believe world, joyously increasing a very valuable 
mental power, yet being saved the reproof and punishment 
too often meted out to children who are not understood. 



TEACHING THE FUNDAMENTAL VIRTUES 265 

''Let's Pretend" 

The fact of the matter is that we older ones have come a long 
way in our mental processes. We have forgotten that the httle 
child's mind is still immature; that he has not developed his 
power of reasoning, of taking the steps one by one in a logical 
manner, and hence jumps at conclusions that are not at all 
accurate. Shall we suppress his imagination? Most certainly 
not! The child's mental hfe is richer for this wonderful gift. 
Through it as he grows older he sees in his study of geography 
real people and places instead of a map on the wall. In his 
study of history or of the Bible he sees through it the heroes 
and the wonderful things they did instead of a cut-and-dried 
account of a battle or the uninteresting record of an event. 
Through imagination the child sets up ideals and ambitions and 
pictures himself in the act of achieving them; and some day 
he will achieve! When we stop to think about it, very little 
progress would have been made in this old world of ours had it 
not been for the visions of the poets and philosophers, and the 
visions of scientists and inventors who saw in their mind's eye 
the wonderful achievements that might be possible. They took 
the simple facts and made new creations. ''Let's pretend," 
says the little child. Yes, let us pretend with the children, 
and be glad and thankful that we still have that wonderful 
gift of childhood that enables us not only to enter but to fully 
enjoy the land of make-believe with them. 

The Actual Lie 

But what shall we do about the child who, a little later, 
when he is able to know right from_ wrong, really tells a lie, really 
intends and purposes to deceive for advantage to himself? First 
of all, let us note that most children are not conscious Kars. 
They do not usually, at least early in their lying, lie in cold 
blood; that is, they do not dehnitely plan ahead that they will 



266 THE MOTHER-TEACHER OF RELIGION 

tell a lie. More often it comes about that they are found out 
or suspected in some misdemeanor and the question is suddenly 
thrust upon them, "Did you do that?" The fear of punishment 
or disgrace may prove too great and bring on a denial; a lie 
has been told and the way made easier for the next one. 

It is undoubtedly true that some parents actually force their 
children into lying — force them by harsh and unsympathetic 
approach after misdemeanors have been committed; force them 
by badgering, threatening, cornering, and cross-questioning; 
force them by threats and accusations. How much better 
if the approach of parent to child could always be sympathetic 
and kindly, even when firmness is necessary! How much 
better if from the first we could cultivate in our children a love 
for the truth and a pride in being brave enough and strong enough 
to tell the truth even when it hurts! How much better if we 
could keep before them the positive side rather than feeling 
obliged to press upon them the negative side of their conduct! 

Nor should we forget the effects of our own example on the 
child. Do we always adhere strictly to the truth before our 
children? Do we ever make a promise and then not keep our 
word? Do we ever make a threat and then not carry it out? 
Do we ever tell "white lies" which to the child may have a 
different hue? Small use for us to urge upon the child standards 
which we ourselves do not maintain in his presence. 

Tantrums and Temper 

Chief among the problems confronting the mother who 
would ground her child in the fundamental virtues is the problem 
of temper. Many young children are tempestuous to an un- 
usual degree. 

There are a number of underlying causes, any one of which 
may be responsible for a display of temper. Temper may come 
from inherited temperament, for it is natively easier for some 
children to be happy and good-natured than for others; it is 



TEACHING THE FUNDAMENTAL VIRTUES 267 

sometimes the result of contagion by suggestion from other 
children or playmates who indulge in displays of temper; it 
may be induced by ill health, discomfort, or lack of sleep. Possi- 
bly nagging as a mode of control in the home has created the 
problem of temper with more children than we would think. 
Parents who themselves indulge in fits of temper should not 
be surprised to see their acts copied by the small replicas 
of themselves. The impulse to imitate is strong with 
children from the age of three or four years on, and for this 
reason, if there were no other, we parents should be found 
living at our best from day to day in the presence of our 
children. 

But whatever the cause of temper, it should be the respon- 
sibility of the parent to discover this cause and do everything 
possible to correct the fault. The child who is naturally in- 
clined to be nervous, high-spirited, or easily crossed needs 
treatment calculated to calm and soothe. Such treatment will 
be kind, firm, and just. 

Causes and Cures for Temper 

When the problem of temper has been brought about by 
ill health or discomfort, the underlying causes of the physical 
derangement must, of course, be discovered and remedied. 
Often such causes are to be found in digestive disorders or in 
relation to sleep and rest. The observing mother will study 
her child, watch his habits of life, and seek for a remedy for 
the trouble. Often with the cause removed the child quickly 
again becomes himself, lovable and good. Mother said to father 
one evening as he came home from his day's work: ''Dorothy 
is as cross as two sticks. I don't like to punish her, but really 
it has been hard to get along with the child for a week." Father 
said, "Perhaps Dorothy is not feeling well." "Maybe so, but 
I cannot see anything the matter with her," replied the mother. 
The next morning, however, a fine rash of measles was plainly 



268 THE MOTHER-TEACHER OF RELIGION 

to be seen over Dorothy's body. It was now dear why she had 
been cross and ill tempered for a number of days. 

To allow a child constantly to indulge in tantrums is as 
much a mistake as to be oversevere in the case of minor out- 
breaks. To permit a child to go on day after day in violent 
outbursts, making everyone around him suffer, is a great in- 
justice to him; for these little spells are weaving a chain of 
habit which in the end becomes a part of disposition and is 
very difficult- to break. The cure for such tantrums will, of 
course, depend upon the cause which has induced them. The 
removal of the cause will bring about a change in temper if 
the habit has not been too firmly fixed. One child whose violent 
temper took the form of beating his little playmate with his 
fists was quickly snatched up by the father and given a severe 
spanking. When this had occurred two or three times the 
tantrums died down and finally ceased. 

As the child grows older and is able to understand that it 
is wrong to give way to temper, he and his mother or father 
may have confidential talks at the close of the day -which will 
tend wonderfully to clear the atmosphere. Robert is a fine, 
manly little chap, but every now and then his quick temper 
gets the better of him. After a talk with his mother Robert 
suddenly dropped to his knees and prayed from the depths 
of his heart: ''Dear Father, I am trying, you know I am trying. 
Help me to remember next time when I feel like slapping little 
sister that it is naughty. I know it is naughty, and mother 
says so too, but I forget." And mother, kneeling by his side, 
prays that she may always remember herself to say kind, loving 
words, and the thought that mother too needs this help from 
the heavenly Father is a wonderful thing for the child. 

Let us therefore study our children and when we see in them 
some undesirable trait, whether it be selfishness, telling of lies, 
lack of control, or any other unlovely element of character, 
earnestly look into the cause and quietly but sympathetically 



TEACHING THE FUNDAMENTAL VIRTUES 269 

go to work to supplant this trait with the opposite virtue. 
Let us have so close a relationship with our children that with- 
out being weak or sentimental we may be truly sympathetic 
with them in their shortcomings. Humbly remembering our 
own failings, let us strive with the help of the heavenly Father 
to represent as best we may the virtue we would have them 
attain. "Remain thou in the unity of life thyself," says Froebel, 
"or else thou canst not lead thy child therein." 

Books for mothers: 

Child Study and Child Training, William Byron Forbush. 

Published by Charles Scribner's Sons, New York. 
The Mind and Its Education, Chapter IX, G. H. Betts. 

Published by D. Apple ton & Co., New York. 
Articles published by the National Kindergarten Association, 

New York City. 
Training Little Children, Bulletin No. 39, 19 19. Published 

by Government Printing Ofhce, Washington, D. C. 
Children's Rights, by Kate Douglas Wiggin. Published by 

Houghton Mifflin Company, Boston. 



CHAPTER XIX 
CHILDREN'S PROBLEMS 

Perhaps this chapter should be called "Mothers' Problems," 
for every problem connected with the life of her child is the 
mother's concern. Not a day will pass without its problems, 
little or big, yet there are some outstanding ones so universal 
in child life that they demand special attention. 

Among these is the problem of childish fears. Almost every 
child suffers more or less from the effect of fears — fears of the 
dark, of goblins, of ogres and giants, of feathered and furry 
things, of things unknown and but dimly imagined, and for 
this reason all the more fearful; and, after the age of four or 
five, of death. Some, owing to wrong teaching or chance im- 
pressions, even have a depressing fear of God. 

The Problem of Childhood Fears 

Whence come all these fears? Surely, we do not deliberately 
plant them in the lives of our children? No; the most of the 
child's fears are a heritage bequeathed to him by the race. They 
come to him in the form of instincts which have been accumu- 
lating and gathering strength for ages. 

What is more wonderful than nature's contribution of in- 
stincts to the individual! One writer says: "We are a part 
of a great unbroken procession of life, which began at the be- 
ginning and will go on till the end. Each generation receives, 
through heredity, the products of the long experience through 
which the race has passed. The generation receiving the gift 
to-day lives its own brief life, makes its own little contribution 
to the sum total, and then passes on as millions have done 
before. Through heredity the achievements, the passions, 

270 



CHILDREN'S PROBLEMS 271 

the fears, and the tragedies of generations long since moldered 
to dust stir our blood and tone our nerves for the conflict of 
to-day." 

Mosso tells us that ''Instinct is the voice of past generations 
reverberating like a distant echo in the cells of the nervous 
system. We feel the breath, the advice, the experience of all 
men, from those who lived on acorns and struggled like wild 
beasts, dying naked in the forests, down to the virtue and toil 
of our father, the fear and love of our mother." 

The child fears, therefore, because of his fear heredity coming 
to him down ages of time. One man now in middle age tells 
how in early childhood he was oppressed by groundless fears 
of a dark room where he was put alone to sleep and where he 
lay in cold perspiration and almost mortal agony, expecting 
each moment that a terrible shape would come through the 
trapdoor in the ceiling and carry him away. Such fear is not 
reasonable, but when present in the child's mind it is relent- 
less and resistless and should be treated with sympathy and 
kindness. It is easy for an adult who has forgotten his own 
childhood to pooh! pooh! childish fear. 

The Treatment of Fear 

The wise mother will recognize her child's fears as instinctive 
and deal gently with them. Usually such fears pass away 
naturally as the child grows older and are quickly forgotten. 
Some adults say they cannot recall marked trouble with child- 
ish fears. This is probably partly a matter of memory; it is 
partly a matter of inheritance; but it is also a matter of train- 
ing, for the fear tendency of childhood can be greatly accentuated 
by unwise treatment. Possibly if the child has never been 
shut up in a dark closet, if he has never been left alone in the 
house; if he has never been told that the ''bugaboo" man will 
come and get him, or that the policeman locks naughty children 
up in a big dark room; if father has never laughed at him when 



272 THE MOTHER-TEACHER OF RELIGION 

he expressed fear of the dark in going to bed alone, or if he 
has never been told harrowing ghost stories or wild tales about 
witches, possibly then, the child may not know fear; or if he 
does have such fears, they will be short lived. 

To govern children through sense of fear is not only cruel 
but stupid. One who uses this device has few resources at 
command and lacks sympathetic insight into child nature. 
Marion is now a young woman, but she never hears the first 
sound of the bell of the scissors grinder that she does not expe- 
rience a flash of incipient fear. In her childhood days the scissors 
grinder was called the Ragman and many times the maid would 
say, 'Tf you don't be good, I'll let the Ragman take you." 

Kenneth is a lad of nine years, but at the sudden appearance 
of a big dog he trembles with fear. His mother has always 
been very careful to keep her word with her children and always 
told them the truth. When Kenneth was three a new maid 
was employed. Kenneth was left to his own devices and spent 
much time playing in the kitchen. At any appearance of naughti- 
ness, the maid would say: "There's a big dog down cellar. I'll 
put you down there if you don't behave." The experience 
made a lasting impression upon him, and Kenneth is now 
paying for this cruel treatment. Would not the Master have 
said, "It were better for him that a millstone were hanged 
about his neck — "? 

When fears exist no amount of ridicule or forcing will help 
a child to overcome these terrors or cure him of them. To 
laugh at him only makes the matter worse. He still has the 
fear, and he cherishes the hurt feeling because he was laughed 
at. His confidence has been lost and he will not tell us again 
of his fear, but will suffer in silence. If we have the child's 
confidence, we can do much to explain the fear away. 

The fear tendency is never cured by forcing more fear. If 
the child is unusually sensitive to fear, very careful treatment 
should be exercised even to the extent of humoring the small 



CHILDREN'S PROBLEMS 273 

victim. Being afraid is sometimes a matter of physical con- 
dition which needs attention. An adult when recovering from 
an illness or when in a state of nervous depression often expe- 
riences fears which have no place when he is well and strong. 
A dim light in the hall so that the bedroom is not wholly dark 
may ease the child's fear of the dark until it is later outgrown. 
It is well not to make too much of the child's fear in his presence, 
for it now and then happens that a child takes pride in his 
fears and cherishes them longer than he would otherwise. 

How TO Drive Away Fear 

There are positive ways in which fears can be allayed. If 
the child is afraid to go to bed, mother speaks of the lovely story 
she wants to tell. The child becomes interested and forgets 
his fear. Brother was more inclined to be afraid in the dark 
than sister. Sister wanted her newest doll to take to bed with 
her. It had been left downstairs. Would brother go down 
and get it? He wouldn't mind going through the hall if it 
was a bit dark. It was a challenge and bravely met with the 
argument, "Why, mother, it's just the same hall and the same 
stairway if Mr. Sun has gone away to China." Mother had 
helped in this point of view when she had taken a globe and 
shown how the great round sun cannot shine upon all people 
of the big earth at the same time; and how when we go to bed 
at night the little boys and girls in China are having Mr. Sun 
to shine upon them away on the other side of the earth. 

Edith was by nature a shy timid child. She seemed frightened 
by a rain storm. Mother, noting the fear, asked the fearsome 
child to come to the window. As tliey stood together mother 
directed her attention to the wonderful fleeting clouds that 
were scampering across the sky as if they were "in a hurry to 
get home." They picked out different shapes in the clouds, 
resembling objects familiar to the child. Gently mother talked 
to Edith, telling her how God sends the clouds full of rain to 



274 THE MOTHER^TEACHER OF RELIGION 

make the grass and the flowers grow. Singing little songs about 
the rain helped too. Thus was the child led to overcome a 
fear which, persisting, might have caused her increasing worry 
and trouble. 

In sharp contrast with this incident is the story related of 
the mother who was in the habit of telling her small son that 
the policeman would come and take him away if he was not 
good. One day the policeman actually called at the front door 
to make some inquiry. Mother was busy and asked Lester 
to go to the door. The unexpected sight of the big policeman 
coupled with the thought of his mother's threat gave the child 
such a shock that a nervous collapse followed. It is probable 
that he will long bear the marks of suffering from his mother's 
very thoughtless cruelty. 

It is possible to show the timid child by example that certain 
fears are groundless. A rather fierce-looking stuffed Esquimo 
dog stood on the toy counter of the store where one mother 
went to shop. Small William enjoyed the trips to the store 
except that there was always this monster that looked at him 
so fiercely ! So mother, as she passed the counter, quietly patted 
and spoke to the stuffed animal, stroking the shaggy coat. 
William, thus encouraged, dared to make the experiment. 
Soon he was freely patting and talking to 'Tido," all fear gone. 

Teaching About God to Allay Fear 

Children who are taught that God watches over them while 
they sleep, that the dark is just like the day to God, and that 
God will protect them in answer to their prayer to him have 
a very effective cure for the fears of darkness. 

If parents have taught that God is a kind Father who loves 
us and gives us many good and beautiful things to make us 
happy, there is usually no fear of God in the sense of being 
afraid of him. But if wrong ideas of God have crept in, the 
harm should be overcome by carefully and gently causing the 



CHILDREN'S PROBLEMS 275 

child to feel that the love and protection which the heavenly 
Father gives him is like mother's and father's, only more safe 
and wonderful. 

The fear of death is rather an uncommon one with the little 
child unless there has been the association of an experience 
which is responsible for it. With this feeling, as with other 
fears, there should be that close relationship to the parent 
that will lead the child to tell mother or father all about it. 
The Hereafter should be pictured as a beautiful place; the 
loved one has gone to be with God. Nothing of morbidness 
or unpleasantness should be told to the child that will in any 
way react unfavorably upon him. Children should usually 
not be taken to funerals. 

Shall We Have a Santa Claus? 

Another problem, less serious than that of fear and yet a 
real problem to many mothers is this: Shall I allow my child 
to believe in Santa Claus? Is it wrong to allow him to believe 
this myth, beautiful though it is, when finally he must come to 
know that there is no Santa Claus? Will this disillusionment 
not shake his faith in other things he is taught — in religious 
things, things about God and Jesus? And will he not possibly 
feel a twinge of just resentment when he finally comes to know 
that his credulity was played upon? 

There can be no question that for most children Santa Claus 
is taken very literally as a real, tangible, ponderable personage. 
There can be no question, either, that this impression must 
ultimately give way and the child come to see that Santa Claus 
is but a symbol of the generous, kindly, glad-hearted giver. 

Even granting all this, however, there is no harm in allowing 
the child his Santa Claus, providing the matter is wisely handled. 
Indeed, excellent use may be made of the Santa Claus symbol. 
For lessons are best brought to the child in concrete form; 
and to all children Santa Claus is the ideal giver. He gives 



276 THE MOTHER-TEACHER OF RELIGION 

to rich and poor; he gives joyfully, gladly, to all whom he can 
reach; he gives with no thought of receiving in return; he gives 
unselfishly and modestly, not allowing himself to be seen; he 
gives in memory of the Christ-child and in honor of his birth. 

Santa Claus may thus come to stand as the symbol of a 
joyous, loving nature, the spirit of giving to others. As such 
he will appeal to children with their happy natures. Through 
the story they are led closer to the thought of the unselfish 
bringing of gladness to others, and to the thought of the heav- 
enly Father's giving his Son for us. 

When the child grows older and the mythical meaning grad- 
ually begins to drop away he ordinarily first discovers that 
father and mother are his Santa Claus, and that they are hiding 
their loving giving behind this beautiful symbol. He does 
not look upon it as deception on their part, but only a playful 
little game where each time he is the winner. Gradually along 
with this disillusionment is growing the idea of the wider mean- 
ing of Santa Claus, the spirit of giving, the greatest of all gifts 
being the Christ with whose happy birth time Christmas and 
Santa Claus are associated in Christian lands. He comes to 
recognize that to give is more blessed than to receive and he 
himself desires to be a true Santa Claus to others. 

Answering the Child's Questions about Life's Origin 

One of the most important and insistent of the child's in- 
stincts is the one that makes him so constantly ask ''Why?" 
"How?" "What for?" and a hundred other questions in endless 
succession. This is the instinct of curiosity, the driving force 
back of much of the child's learning and progress. 

The question of the origin of life comes to some children of 
three or four years. This usually occurs in connection with the 
coming of a new baby into the home. Sometimes it comes in 
connection with the advent of new kittens or puppies to families 
of his pets. Whenever such questions arise they should be 



CHILDREN'S PROBLEMS 277 

answered truthfully, though the fullness and nature of the 
answer will depend on the age of the child. Young children 
are satisfied with simple answers of a general nature and do 
not require specific explanations. 

In no case, however, should false impressions be given, such 
as saying that the stork brought the baby, or that the doctor 
brought it, or that it was "bought at the drug store." So far 
as the question is answered it should be answered with the 
truth. The mother tells the child as much of the truth as he 
can understand, promising that when he is older she will tell 
him more about it. 

Marjorie was given to asking questions, and in the course 
of her five years had learned many truths about God and nature, 
for mother always did her best to answer her truthfully and 
simply. 

"Did God send me to you, mother?" Marjorie asked. 

"Yes, Marjorie." 

"How did God send me to you, mother?" 

Then mother took Marjorie up on her lap and told her some- 
thing of God's plan. She told her how in the mother's body 
there is a place where the baby life may grow. At first this 
new life is very, very small. But day by day it grows, just as 
Marjorie grows bigger day by day. While the new baby life 
is growing mother is very happy because the baby is coming 
to her, and she sings as she plans, and sometimes she busies 
herself making tiny garments for the little baby. Father is 
happy too because the little baby is coming to live with them; 
he takes good care of mother and they talk to each other about 
the coming of the baby. When the time is ready the little baby 
comes from the mother's body and the mother and father are 
more happy than ever and thank God for sending them their 
baby. 

Some such story as this is enough for the younger child. 
It will satisfy his curiosity and the simple, reverent account 



278 THE MOTHER-TEACHER OF RELIGION 

coming from mother's lips will impress upon the child some- 
thing of the beauty and sacredness of new life and the beauty 
and sacredness of motherhood. Such simple, frank answers 
will save the child from an unhealthy curiosity which seeks 
satisfaction from other and often unsafe sources, and will open 
up the way to later and fuller confidences. 

Information for the Older Child 

When the child has grown several years older, a fuller ex- 
planation of the origin of life will be required. Then we may go 
to nature and there watch life beginning. From this start it 
is not hard to bridge over to the analogy of the beginning of 
a human life. 

The common navy bean is a good illustration of a lesson 
from the garden. A few beans are dropped in a glass of water 
and left for twenty-four or thirty-six hours. By that time the 
"baby plant" can be seen if one of the beans is opened. The 
rest may be planted in the ground. Then in another day or 
two the baby plant has pushed itself out through the soil, carry- 
ing the two halves of the seed out on the top of its head. The 
explanation is made: ''You see that seeds are made up of a 
tiny sleeping baby plant packed in tight with food to make 
it grow when it wakes up. The seed may be called the mother 
to the baby plant, and the mother's work for the new plant is 
done when the plant is born and has grown enough so that 
it can take care of itself." 

The kitchen too furnishes its lessons in using the egg. Mother 
breaks the eggs and allows eager little eyes to peep into the 
dish. ''What is the clear part?" the child asks. "That is the 
white of the egg, a part of the food, and the yellow ball is good 
for food too." "What is that little 'eye' at the end?" "That 
is the spot where life begins when the hen sits on the egg and 
the little chicken begins to form in it. Perhaps mother says: 
"An egg, you know, is one kind of seed. It is the seed from 



CHILDREN'S PROBLEMS 279 

which an animal may grow." ''How does it get out of the egg, 
mother?" "When the chicken has grown strong enough to 
live by itself and has used up all the food which the mother 
stored for it in the egg it breaks the shell and is born; we say 
it is hatched." 

All these facts, if given in a simple, scientific way, teach the 
truths the child demands and has a right to know, and present 
them in such a way that they are taken pure and unperverted. 
As he approaches adolescence the child learns still further 
truths, and lessons in personal purity are taught. Through it 
all he learns that God gave us our wonderful bodies and that 
we should keep them clean and strong and well as a gift from 
him. 

Books for mothers: 

On Instincts: 

Fundamentals of Child Study, E. A. Kirkpatrick. The 
Macmillan Company, New York. 

The Mind and Its Education, Chapter XIII, George Her- 
bert Betts. D. Appleton & Co., New York. 

On the Story of Life: 
What to Say, Harriet Hickox Heller. American Home 

Series. The Abingdon Press, New York. 
The Story of Life, and The Renewal of Life, Margaret 

Warner Morley. A. C. McClurg & Co., Chicago. 
Blossom Babies, M. Louise Chadwick. 

On Santa Claus: 

Christmas Tide, Elizabeth Harrison. The National Kinder- 
garten and Elementary College, Chicago. 

The Story of St. Nicholas in Sacred and Legendary Art, 
Anna Brownell Jameson. Houghton MifHin Company, 
Boston. 



CHAPTER XX 
KEEPING CLOSE TO OUR CHILDREN 

Froebel, that wonderful interpreter of childhood, said, 
"Come, let us live with our children." Not all of us do this. 
Some of us are too busy with less important things; some of 
us are selfish and want our time for ourselves; some of us 
simply take our children for granted. 

What does it mean to live with our children? It means 
more than living in the same house with them and furnishing 
them food and clothing. It means first of all that we must 
have kept much of the freshness and unconventionahty of 
the child's mind; we must not be forced to complain with Words- 
worth that "There hath passed away a glory from the earth," 
as we have grown older. 

To live with our children means that we must have retained 
a vivid memory of our own childhood, of its joys and its sorrows 
and its probleftis, so that we can enter comprehendingly into 
the emotional life of the young. It means that we must love 
children's stories and children's games and children's laughter 
and, yes, must love childhood as well as loving our own child. 
It means that we shall enjoy our children and not take them 
as a duty; that we shall take the trouble to understand them, 
and be fair and just to them as we desire them to be fair and 
just to us. It means that we shall not only be parents but 
friends to them, comrades and chums, their loved companions 
and sympathetic helpers. And it means that we shall, as fully 
as is possible with God's help, be as nearly as we can what we 
would lead them to become in all that makes life beautiful. 

Perhaps we need now and then, with such general require- 

280 



KEEPING CLOSE TO OUR CHILDREN 281 

ments as these in mind, to test ourselves in more concrete 
detail. 

Putting Ourself in the Child's Place 

Dr. George Herbert Palmer says that the first quality of 
a great teacher is the quahty of "vicariousness" — the power to 
put ourself in the other person's place. This power is, if possi- 
ble, even more necessary for the parent than for the teacher. 
For example, we may break the bond of good comradeship with 
the child by denying needlessly. The child comes with a re- 
quest; our mind is occupied and without thought we say, ''0, 
you don't want to do that," or "Not this time," not stopping 
to get the viewpoint of the small petitioner. One mother lost 
an opportunity of a sympathetic understanding with her small 
daughter when one morning the mother decided to put on 
a particular blue dress which was always a favorite with her. 
Five-year-old Alice, seeing her mother dressing in a different 
gown from the one she had worn the day before, said, ''Oh 
mother! may I wear my pretty pink one with the flowers in 
it?" The reply came quickly, "No, the one you took off last 
night is all right for to-day." And Alice grieved and wondered 
and was silent. And mother wondered why Alice was distant 
and not her affectionate self all that morning. 

Allen had gone to the store alone on an errand. He was 
eating a piece of candy when he came home. Mother asked 
him where he got it, and Allen said he had bought it with a 
penny. "Where did you get the penny?" inquired mother. 
"I just took it with me from my bank," answered Allen. "Why 
did you not ask me first?" said mother. "0, I knew you'd say 
no, like you always do," was the guileless but revealing answer 
of the culprit. The mother had not quite been living with 
her boy. 

This is the lesson that four-year-old Arnold unknowingly 
taught his mother. Arnold was a lone "only" child and had 



282 THE MOTHER-TEACHER OF RELIGION 

become hungry either for adventure or for comradeship, so he 
had run away to a neighbor's house. His mother brought 
him home and said to him, "Arnold, which shall I do to help 
my little boy to remember, switch him or put him in the closet?" 
Arnold replied, 'T wouldn't do neever; I'd go wiv him." 

It is possible that things which look very small to us may 
loom big in the child's desires and that we by our failure to 
understand may strain the bonds of sympathy. Small Sara 
Louise had just entered the kindergarten. Up to this time her 
clothes had not given her much concern, but now that she 
was taking her place in the social world, she would like to be 
truly one of her set. Sara Louise's mother is of the practical 
kind, and Sara Louise's hair is braided in two tight braids so 
it won't "fly." The other little girls have their hair bobbed 
with part of it left for a big bow on top. "Oh mother! won't 
you make my dress shorter and may I have my hair bobbed 
like the other girls — and a bow on top?" pleaded small Sara 
Louise, anxiously, for she had had some experience with making 
requests. "No indeed!" answers riiother. "I don't think such 
styles are at all becoming to little girls. When I was a little 
girl — ." Sara Louise goes on to the kindergarten, but she 
wonders why her mother isn't like the mothers of the other 
little girls so that she can have her dress short and her hair 
bobbed with a bow. Sara Louise's mother lacked something 
of living with her child. 

The Heart of a Child 

If we would live with our children we must be able to enter 
into the innermost heart of their feelings, for the young child's 
world is made up much more of feelings than of ideas, and to 
know the joys and the sorrows, the interests and the disappoint- 
ments of childhood is to know much of its world. We must not 
judge the child's feelings by our own, for we older ones are 
schooled to the ways of fate; we have seen our hopes crumble 



KEEPING CLOSE TO OUR CHILDREN 283 

and our plans come to naught. To us the small griefs and 
temporary sorrows of childhood are likely to appeal but lightly, 
and its simple joys and brief ecstasies appear a matter of small 
moment. We are in danger of forgetting that grief is grief and 
joy is joy in each small life as well as our own, and possibly 
much more vivid. Nor is there anything that will separate 
us more quickly from our children at any stage from babyhood 
to full maturity than a failure to understand and respect their 
heart-life. 

Sometimes we fail to live with our children because we are 
careless in hurting their feelings with some cutting word, thought- 
less thrust, or oversharp rebuke. It sometimes happens that 
sarcasm and fault-finding that would not be spoken to an 
equal is flung at helpless childhood, where it is sure to leave 
its blasting mark on tender sensibilities. Ridicule which would 
not be used with one able to retaliate in kind is directed at a 
small culprit and left to rankle in his soul long after we have 
forgotten the cruel encounter. 

Respecting the Child's Personality 

The remedy for such tragic mistakes as these is to respect 
the sacredness of the personality even of a child. Children are 
living souls, and they have certain inalienable rights as persons 
which not even parents may trample upon. Does it seem 
strange to speak of respecting our own children? Suppose we 
stop to remember that though we gave this being physical 
life, the immortal spark of the inner life was not ours to gYvt. 
We do not own this new spiritual being. We cannot replace 
it if it should be destroyed. It comes from God and to him it 
belongs. This child before us, our child whom daily we care 
for and nurture, sums up in its spiritual being the highest 
attributes of creation. 

Mothers, it is all worth while. Though we are often weary 



284 THE MOTHER-TEACHER OF RELIGION 

and tried, though it seems now and then that our care and 
teaching have failed, it is never so. If we have truly lived with 
our children, if we have played and prayed with them, if we 
have laughed and sung, if we have shared their joys and griefs, 
if we have reverently taught them day by day of their heavenly 
Father and his Son, if we have faithfully tried to shape our 
own lives before them so that it will point them to the Way 
— then make sure we have not failed. And we have our recom- 
pense; each day, as our child grows to maturity, will be ''mother's 
day" in his heart. 

Recompense 

"All that a mother can give of life, love and sacrifice 
from her I have taken. Her I cannot repay except 
that because of her I shall live a life in full consecra- 
tion to Him and to all that is pure, righteous and 
just. This is her prayer for me, her thought of me — 
mine to live up to her ideals; this I can and must do." 

— H. C. B. 
The following lines were written by two Soldier-Poets of 
the World War:^ 

She is full of love and grace, 

A kind of flower in all the place. 

Even the trees give her salutes, 

They seem to know who's near their roots. 

She is something quite divine, 

And joy, Oh joy, this mother's mine. 

(Wyndham Tennant.) 

Can I make my feeble art 
Show the burning of my heart? 
E^rery day and every hour 
I have battened on your power 
While vou tauo:ht of life the while; 



^ From For Remembrance, A. St. John iVdcock. George H. Doran Com- 
pany, New York. Used by permission. 



KEEPING CLOSE TO OUR CHILDREN 285 

You my best beloved and nighest, 
You who ever claimed the highest, 

Was the one and only goal. . . . 
When the sands of life seem gliding 
You were helping, you were guiding — 

Claimed for me the glorious role: 
You my loved one and no other, 
You my only lovely Mother, 

You the pilot of my soul. 

(Colwyn Philipps.) 

So they come to us, these children of ours, out of the great 
Unknown — the creatures of our dreams, our passion, our love. 
We clasp them to our hearts, we assimilate them to our lives, 
we guide their faltering steps as best we may. In them we 
find at last the true end of our being, the deepest and truest 
reality of life, the fulfillment of our own immortality. They 
are worth the price we pay for them, worth the pain and suffer- 
ing, worth the anxious care and solicitude, worth the love 
expended, worth even the mourning and tears, if these must 
be paid! Yes, they are worth even more than all this. They 
are worth our careful thought and study, worth the time and 
effort we must give to discover what science has to tell us about 
them, worth the sympathy and comradeship required to under- 
stand them, worth any sacrifice we must pay to enter fully 
and completely into their lives as friends, counselors, and com- 
panions, as fathers and mothers! 



BIBLIOGRAPHY OF CHILDREN'S BOOKS 

First Picture Books 

Picture Books — ^Approximate size 12 x i6, with one object to the 
page. Material, Hnen or stiff boards. A few suggested 
of animals and flowers. 

Friends in Fur and Feathers. 

Buds and Blossoms. 

The Ideal Picture Book of Animals. 

The Tale of Peter Rabbit. 

Animal Land (stiff boards). 

ABC 

Nursery Land. 

To be found in Children's Book Shops and Book Departments 

of the large stores. 

Picture and Story Books 

Title Author or Illustrator Publisher 

Mother Goose, Blanche Fisher Wright. A. C. McClurg & Co., 

Chicago. 
Mother Goose, Frederick Richardson. P. F. VoUand & Co., 

Chicago, New York, Toronto. 
Mother Goose, Jessie Wilcox Smith. Dodd, Mead & Company, 

New York. 
Mother Goose, Kate Greenaway. Frederick Wame & Co., New 

York. 
Mother Goose, Fanny Cory. The Bobbs-Merrill Company, 

Indianapolis. 
Stokes' Wonder Book of Mother Goose, Florence Choate and Eliza- 
beth Curtis. Frederick A. Stokes & Company, New York. 
Mother Goose Rhymes, A. M. Turner. Samuel Gabriel Sons & 

Co., New York. 
Chinese Mother Goose Rhymes, Isaac T. Headland. P. F. Volland 

& Co., Chicago, New York, Toronto. 

286 



BIBLIOGRAPHY 287 

Book of Nursery Rhymes, Walter Jerrold. E. P. Dutton & Co., 

New York. 
Chicken World, E. Boyd Smith. G. P. Putnam's Sons, New York. 
Farm Book, E. Boyd Smith. G. P. Putnam's Sons, New York. 
Hi Diddle Diddle, Caldecott. Frederick Wame & Co., New York. 
Johnny Crow's Garden, L. LesHe Brooke. Frederick Wame & 

Co., New York. 
Four and Twenty Toilers, E. V. Lucas. McDevitt-Wilsons, Inc., 

New York. 
Cock Mouse and Little Red Hen, Le Fevre. George W. Jacobs 

& Co., Philadelphia. 
The yEsop for Children, Milo Winter. Rand, McNally & Com- 
pany, Chicago. 
The Peter Patter Book, Leroy F. Jackson. Rand, McNally & 

Company, Chicago. 
The Muffin Shop, Louise Ayres Garnet. Rand, McNally & Com- 
pany, Chicago. 
Peter Rabbit, Beatrix Potter. Frederick Wame & Co., New 

York. 
Benjamin Bunny, Beatrix Potter. Frederick Wame & Co., New 

York. 
Peter Rabbit at the Farm, Duff Graham. Henry Altemus Co., 

Philadelphia. 
How Peter Rabbit Went to Sea, Duff Graham. Henry Altemus 

Co., Philadelphia. 
The Night Before Christmas, Clement C. Moore. Hodder & 

Stoughton, New York. 
The Golden Goose Book, L. Leslie Brooke. Frederick Wame & 

Co., New York. 
The Nursery Rhyme Book, Lang. Frederick Wame & Co., New 

York. 
Sunny Bunny, Nina Wilcox Smith. P. F. Volland & Co., Chicago, 

New York, Toronto. 
The Funny Little Book, Johnny Gruelle. P. F. Volland & Co., 

Chicago, New York, Toronto. 
The Little Brown Bear, Johnny Gruelle. P. F. Volland & Co., 

Chicago, New York, Toronto. 



288 THE MOTHER-TEACHER OF RELIGION 

TJie Golden Blackbird Story Book, Frederick Richardson. John 

C. Winston Co., Philadelphia. 
The Gingerbread Man, Leonard Fable and Willy Pogany. AIc- 

Bride, Nast & Co., New York. 
Ghild Story and Rhymes, Emilie Poulsson and L. J. Bridgman. 

Lothrop, Lee & Shepard Co., Boston. 
Red Riding Hood Rhymes, Edith L. Elias and Willy Pogany. 

Le Ro}^ Phillips, Boston. 
Little Black Sambo, Helen Bannerman. Frederick A. Stokes & 

Co., New York. 
Billy Goats Grujff, L. Leslie Brooke. Frederick Wame Co., Ltd., 

New York. 
The Three Bears, L. Leslie Brooke. Frederick Wame Co., Ltd., 

New York. 
The Three Little Pigs, L. Leslie Brooke. Frederick Wame Co., 

Ltd., New York. 
Child's Garden of Verses, Stevenson. Illustrated by Squires and 

Mars. Rand, McNally & Company, Chicago. 
Child's Garden of Verses, Stevenson. Illustrated by Jessie Wilcox 

Smith. Charles Scribner's Sons, New York. 
The Long Ago Stories, Alice Ross Culver. P. F. Volland & Co., 

Chicago, New York, Toronto. 
The Wild Flower Children, Elizabeth Gordon. P. F. Volland & 

Co., Chicago, New York, Toronto. 
The Bam Bam Clock, J. P. McEvoy. P. F. Volland & Co., Chi- 
cago, New York, Toronto. 
Flying Days. Frederick Wame Co., Ltd., New York. 
Mother Earth, Elizabeth Gordon. P. F. Volland & Co., Chicago, 

New York, Toronto. 
Friendly Fairies, Johnn}^ Gruelle. P. F. Volland & Co., Chicago, 

New York, Toronto. 
Peeps Sunshine Fairy, McCormack, Dodge. P. F. Volland & 

Co., Chicago, New York, Toronto. 
The Coops, Gelett Burges. Frederick A. Stokes & Co., New York. 
Rhytnes for Kindly Children, Fairmont Snyder. P. F. Volland 

& Co., Chicago, New York, Toronto. 
Nonsense Books, Lear. Little, Brown & Company, Boston. 



BIBLIOGRAPHY 289 

Pinafore Palace, Wiggin and Smith. Doubleday, Page & Com- 
pany, New York. 

Books for Little Folks 

Title Anther or Illustrator Publisher 

Bow wow and Mew mew, Craik. The Bobbs-Merrill Company, 

IndianapoHs. 
What Happened Then, Ruth O. Dyer. Lothrop, Lee & Shepard 

Co., Boston. 
A Story Garden For Little Children, Matid Lindsay. Lothrop, 

Lee & Shepard Co., Boston. 
Stories to Tell the Littlest Ones, Sara Cone Bryant. Houghton 

Mifflin Company, Boston. 
Stories For Sunday Telling, Carolyn Sherwin Bailey. The Pil- 
grim Press, Boston. 
The Book of Baby Birds, Florence E. Dugdale. Hodder & Stough- 

ton. New York. 
The Mary Francis Cook Book, Jane Eyre Fryer. John C. Winston 

Co., Philadelphia. 
The Dutch Twins, Lucy Fitch Perkins. Houghton Mifflin Com- 
pany, Boston. 
Mother Stories (some too old for 6 year old), Maud Lindsay. 

Milton Bradley Company, Springfield. 
More Mother Stories (some too old for 6 year old) , Maud Lindsay. 

Milton Bradley Company, Springfield. 
Told by the Sandman, Abbie Phillips Walker. Harper & Brothers, 

New York. 
Indian Child Life, Deming. Frederick A. Stokes Co., New 

York. 
The Children's First Book of Poetry, Baker. American Book Co., 

Chicago. 
The Children in Japan, Grace Bartruse, Willy Pogany. Mc- 

Bride, Nast & Co., New York. 
Little People, Aiken. Illustrated by Willebeek Le Mair. David 

McKay, Philadelphia. 



290 THE MOTHER-TEACHER OF RELIGION 

Among the Primers 
Title Author or Illustrator Publisher 

Primer and First Reader, Free and Tread well. Row, Peterson 

& Co., Chicago. 
The Kewpie Primer, Rose O'Neil. Frederick A. Stokes & Co., 

New York. 
The Robin Reader, Minnie T. Vamey. Charles Scribner's Sons, 

New York. 
Child's Classic Primer. The Bobbs-Merrill Company, Indianapolis. 
The Brownie Primer, Banta. The Century Co., New York. 
Cherry Tree Children. Little, Brown & Company, Boston. 
''Parental Love'' in Character Building Series, Ellen E. Kenyon- 

Warner. Hinds, Noble & Eldredge, New York, Philadelphia. 



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